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A Library Head Start to Literacy: The Resource Notebook for 
the Library-Museum-Head Start Partnership 


Virginia H. Mathews 


Susan Roman 


Foreword 


The Center for the Book in the Library of Congress was established by law in 1977 to 
stimulate public interest in books, reading, and libraries. A small and catalytic office, it fulfills its 
mission primarily through a network of 36 affiliated state centers (with more on the way) and a 
reading promotion partners program that includes more than 50 national educational and civic 
organizations. For information about the Center for the Book and its activities, visit its Web site 
at www.loc.gov/loc/cfbook. 

The Library-Museum-Head Start Partnership Project, administered by the center from 
1992 to 1997, has been one of the centers most successful endeavors. Combining the resources 
and talents of the Head Start Bureau of the U.S. Department of Health and Human Services, the 
Association for Library Services to Children, a division of the American Library Association, and, 
after 1994, the Association of Youth Museums, the project demonstrated across the country how 
libraries and museums that serve young children can work closely with Head Start grantees and 
classroom teachers. 

This resource notebook helps extend the partnerships formed during the project at both 
the national and community levels. The Center for the Book is grateful to the notebook's two 
authors, Virginia H. Mathews and Susan Roman, for a job well done. Consultant Virginia 
Mathews served as coordinator of the Library-Museum-Head Start Project. Susan Roman is 
executive director of the Association for Library Service to Children. Thanks also go to Center 
for the Book program specialist Anne Boni for her support and to Barbara Hart and the staff of 
Publications Professionals, Inc. of Annandale, VA for help in preparing the notebook. 

As the authors explain in greater detail in their preface, "everything in this resource 
notebook may be used to the fullest: program activity, lists of materials, tips on how to encourage 
family literacy and to help a child enjoy reading, definitions, research cited-everything." 

Materials may be copied for educational use and for use by non-profit organizations provided that 
original sources are cited and that appropriate credit is given to this resource notebook. Materials 
may not be copied or used by commercial organizations or in publications intended for sale. 

For further information, contact the Center for the Book, Library of Congress, 101 
Independence Ave., S.E., Washington, D.C. 20540-4920. The center’s telephone number is (202) 
707-5221. Its e-mail address is: cfbook@loc.gov. 


John Y. Cole 
Director 

The Center for the Book 


Library ot congress 



2010 413552 


Table of Contents 


Preface.1 

Introduction.11 

Chapter 1 Motivation to Read.19 

Chapter 2 Materials Selection and Acquisition.43 

Chapter 3 Activities in the Classroom.71 

Chapter 4 Family Literacy: Building Bridges from Head Start 

to Home and Community.127 

Chapter 5 Training/Education for Parents, Other Caregivers, and Teachers.171 

Chapter 6 Community Collaboration and Resources.201 

Chapter 7 Examples of Head Start and Early Childhood Programs 

Carried on by Libraries and Museums.223 

Appendix A Bibliography of Adult Books.255 

Appendix B Guide to the Use of The Library-Head Start Partnership 

Video for Programs and Workshops, Video Segments I-IV.261 

Appendix C Grant Proposal for Museum and 

Library Services’ Museum Leadership Initiative.279 

















Preface 


Background of the Partnership 

The Library-Head Start Partnership has been administered from 1992 to 1997 
by the Center for the Book in the Library of Congress. It resulted from a proposal 
requested by the Head Start Bureau of the U.S. Department of Health and Human 
Services following a symposium that addressed the potential of partnerships be¬ 
tween libraries and other agencies serving young children and families and was 
held at the Library of Congress in November 1989. Program officers who had 
attended this symposium returned with enthusiasm for the possible benefits to 
Head Start children, parents, and teachers of a close collaboration with children’s 
librarians and with library services and resources. An interagency agreement 
between the Center for the Book and the Head Start Bureau was signed and ready 
to be implemented in May 1992. 

Collaboration with Association for Library Service to 
Children 

The partnership project was carried out from the beginning with the collabo¬ 
ration of the Association for Library Service to Children, a division of the 58,000- 
member American Library Association. After the Association of Youth Museums 
joined the collaboration in 1994, its members and other youth-serving personnel 
from museum staffs participated in the workshops. 

The project was designed to demonstrate in communities across the country 
how libraries that serve young children can plan and work with Head Start grant¬ 
ees and classroom teachers to enhance learning and to involve parents and other 
primary caregivers and families in children’s literacy and language development. 

Planning 

A planning meeting was held in July 1992 with 40 participants from more 
than 30 states. The product of this intensive 3-day effort was a set of guidelines 
for producing a proposed video and for developing state or regional workshops, 
along with written materials such as this resource book and a training guide for 
use with the video. Leaders from both Head Start and libraries were solidly be¬ 
hind the concept and its potentials. 


1 




The multimedia package produced to support the development and operation 
of the partnership encourages Head Start teachers, home visitors, aides, volun¬ 
teers, parents, and other primary caregivers and families to integrate books and 
other library resources and services into the day-to-day learning experiences of 
the child and to build bridges between Head Start and the child’s home. A major 
goal has been to develop a network of library—and later museum and other— 
learning resources that are based in the community and are geared to support 
Head Start staff members and parents. The network will ensure that when 
preschoolers reach school age, they are well prepared and have the basic concepts 
and skills that will enable them to succeed in school and to build a strong 
foundation for lifelong learning. 

Those of us who projected this vision knew from the start that we were not in¬ 
venting a totally new relationship between Head Start and libraries. The two had 
interacted since Head Start began in 1965. Such relationships were usually be¬ 
tween individual classroom teachers who happened to be near an interested li¬ 
brary branch, and the interactions were apt to be sporadic and haphazard—a 
matter of chance rather than routine. Without a commitment or planning from the 
top and without institutionalization, these collaborations ceased with staff 
changes. The partnership project’s endeavor has been to strengthen relationships 
where they existed, multiply them throughout Head Start, and formalize them. 
Raised to a higher level on the joint agenda of both Head Start grantees and 
libraries, these partnerships can and have become, in many instances, part of the 
expectations of parents, children, teachers, and other staff members in Head Start, 
as well as those of libraries and youth-serving museums. Before the partnership 
project, there had been no instances—as far as we have been able to tell—in 
which library resources and services had been related specifically to Head Start 
priorities such as family literacy; parent involvement in children’s learning; 
training to help parents become involved; and technical assistance to teachers, 
aides, and volunteers—who are often parents of children in the classroom. 

The Video 

Immediately after the planning meeting of July 1992, Dr. John Y. Cole, 

Center for the Book Director and Project Director; Virginia H. Mathews, Project 
Coordinator; and Dr. Susan Roman, Consultant to the Project and Executive 
Director of the Association for Library Service to Children (the children’s service 
division of the American Library Association), prepared requirements for the 
video. Using our criteria, the Library of Congress’s contracts and logistics office 
selected the producer: Video Software Associates of Arlington, Virginia. Work 
began in the fall of 1992, resulting in a script so shooting could begin before the 
end of the year. 


2 


Preface 



We carefully chose sites with a view to true multiculturalism: an attractive but 
typical Head Start classroom, and an excellent urban public library. All on-site 
shooting was done at the Viers Mill Elementary School in Montgomery County, 
Maryland, and at the Martin Luther King main library of the Washington, D.C., 
public library system. We sought material from other sites and used it by permis¬ 
sion. At Viers Mill School, the overall student population is highly diverse, and 
more than half the children are below the poverty line. This Head Start site had 
both a morning and an afternoon shift with different aides and had a set of parent 
volunteers for each shift. The teacher was creative, warm, and ebullient. She took 
naturally to her library partner, the attractive and competent head of the Martin 
Luther King library’s children’s services. With the “rough cut” approved by the 
Head Start Bureau staff in April 1993, the Head Start Bureau was able to ship 
copies of the video and the accompanying guidebook directly to Head Start grant¬ 
ees and delegate agencies by the end of September. Viewing the video is key to 
understanding what the partnership is about. 

Because not everyone who has and uses this resource book will have a copy of 
the video or the guidebook that is used with the video, we will include portions 
within this book. See Appendix B for the script plus Chapter 5 for additional in¬ 
formation about using the video with workshops and Chapter 6 for other types of 
groups. Below we give you information about what the video is intended to 
convey. 

The video, titled “The Library-Head Start Partnership,” accomplishes the 
following, both visually and in words: 

• Demonstrates and encourages development of a “print-rich” classroom 

• Highlights what libraries who serve children do, and how they do it 

• Shows how books help to individualize learning experiences and stimulate 
inquiry 

• Demonstrates that books, plus programming with books, provide a means for 
parents to become more closely involved in children’s imaginings, fears, and 
interests 

• Indicates how exposure to and familiarity with books sets the stage for helping 
3- to 5-year-olds get ready to learn to read for themselves 

• Shows how books, carefully fitted to individuals, can help develop emotional 
perspectives, self-esteem, confidence, a desire to share ideas, and a sense of 
sequence and order 

• Highlights the potential for family literacy and shows how parents can easily 
become involved in being models of reading enjoyment and also in bridging 
the learning process from home to classroom and back again 

• Shows how library programs can spin out from the children to other areas and 
spill over to become resources for the whole family 



Preface 


3 



• Depicts settings—real and imaginary—and different kinds of characters; also 
shows interactions of people of different cultures, genders, and ages to give 
children a sense of a world much wider than the one they live in 

• Relates words, concepts, and critical-thinking skills to all areas of the cur¬ 
riculum in the education program and to other Head Start components 

• Provides ideas about how librarians and Head Start staff members, parents, 
and volunteers can use books and other media to reinforce and expand every¬ 
day activities in the classroom and at home 

• Demonstrates how when children recognize themselves and their own feelings 
and experiences within books, that recognition helps them overcome a sense 
of isolation and become more articulate 

• Shows how books and other materials can help children examine and discuss 
opposing viewpoints and compromises, how characters made choices, and 
how problems were solved 

• Shows how the library books and other provided materials lend perspective to 
the child’s place in history, race, ethnic group, and family 

• Shows librarians and Head Start staff members, who team with parents, how 
books help children to make choices, to compare and contrast, and to predict 
and analyze. 

• Shows books and stories that inspire children to use words and pictures to 
create stories of their own 

The Resource Manual 

We began work on the resource manual immediately following the 1992 plan¬ 
ning meeting. We outlined the contents and began to prepare materials that would 
be needed for the workshops. At the same time the video was being created, we 
developed the general plan for the workshops, including content, location, and 
means of selecting the participants. The resource manual became a work in prog¬ 
ress and was added to with each workshop that took place. Not only have we in¬ 
cluded material that was prepared by the project leaders and by workshop speak¬ 
ers and panelists, but also this manual contains much that was obtained from other 
sources. Most important, the manual’s content has been immensely enriched and 
expanded by hundreds of pieces of material brought to the workshops by hun¬ 
dreds of participants. We used and tried out a wealth of material at the various 
workshops so we could include the most useful pieces. 

The Workshops 

Throughout the years in which workshops took place (1993-1996), our most 
absorbing task was selecting participants. Our goal for each workshop was an 
equal, or as close-to-equal as possible, number of participants from each of the 
partner agencies. In our final selection of participants, we used lists from many 
sources, as well as many criteria such as geography, urban or rural mix, and 


4 


Preface 



demographics. Above all, our process sought to arrange attendance by teams from 
the same localities so they could work together later. We sent invitations to the 
directors of Head Start grantee agencies, and those directors often elected to come 
to the workshop themselves. If directors could not attend, education coordinators, 
family literacy coordinators, parent involvement coordinators, and sometimes so¬ 
cial service and health coordinators participated most often. Head Start partici¬ 
pants usually had leadership responsibility in areas of supervision and training. As 
a rule, we sent invitations directly to children’s librarians and they arranged for 
necessary permissions to participate. 

The first multistate workshop was held in Sacramento in December 1993. The 
video was ready to be used at the opening session, as it was in all subsequent 
workshops, to introduce the partnership and to start the discussion. The 44 partici¬ 
pants came from the states of Alaska, California, Idaho, Montana, Nevada, 
Oregon, and Washington. One or two came from Arizona and New Mexico. The 
second multistate regional workshop took place in March 1994 in Richmond, 
Virginia, and included 79 participants from 21 eastern states and the District of 
Columbia. The workshop could accommodate only three or four persons from 
each state because we had so many states to cover. However, we felt that these 
large regional meetings were good introductions to the concept of the partnership 
and helped ensure that every state knew about it from the beginning and had some 
opportunity to take part. Also these early meetings stimulated spin-off workshops 
and planning as the word spread throughout the country. In May 1994, the third 
multistate workshop was held in Topeka, Kansas, and had 76 participants from 19 
states in the middle of the country and the Southwest. 

Joint Partnership with Association of Youth Museums 

In the spring of 1994, the Center for the Book was asked to include members 
of the Association of Youth Museums in the training workshops so museum di¬ 
rectors and education coordinators could join with the team of Head Start and li¬ 
brary personnel at each locality. In July 1994, an introductory meeting of Center 
staff and Head Start staff members, along with several leaders of the Association 
of Youth Museums, was held at the Library of Congress. In September, a much 
larger planning conference was held in Washington, D.C., to discuss integrating 
the museums into the ongoing project. More than 60 people participated. Plans 
were made to include museums in the two workshops being developed for 1995 
and in all subsequent ones, should funding be available. 

Expanded Partnership Workshops 

The first workshop of the expanded partnership was unique in at least two re¬ 
spects: it was the first planned for a single state, and it was the first in which mu¬ 
seum staff members would be included. Held in Orlando, Florida, in February, the 


Preface 


5 



initial workshop for 1995 was declared an immense success in terms of scope, 
content, presentation, and motivation. Participating were 29 Head Start leaders, 

31 library leaders, and 16 museum leaders, plus representatives from the Regional 
Office of Head Start (Region IV), the partner agency personnel, and the Florida 
Center for the Book. Head Start Indian and Migrant programs were both repre¬ 
sented, as were a number of complete partnership teams (Head Start, museum, 
and library) from city and rural areas. As we had suspected, the single-state 
framework was by far the most productive and satisfactory one with which to 
work. First, participants within each group knew each other (Head Start people 
knew other Head Start people, and so on). They set forth to get acquainted with 
the goals and operations of the other groups with a high degree of eagerness. 
Museum staff people seemed as delighted to find commonalities of purpose in the 
librarians and Head Start people as we had previously found those groups to be 
when encountering each other! A second outstanding asset for the single-state 
format was the chance to have as panelists and group discussion facilitators peo¬ 
ple who represented the related statewide leadership from the state education 
agency, a child development expert from the university, and the president of a 
state organization (Kiwanis). Finally, and perhaps most significant of all, was that 
state leadership was in place (the head of youth services on the state library staff 
and Head Start collaboration people) and could provide continuing guidance and 
follow-up opportunities. 

In the two subsequent workshops during 1995, youth museum personnel par¬ 
ticipated and contributed greatly to both through their materials prepared for dis¬ 
tribution, ideas, and early planning with members of the other two groups in their 
locality. The second 1995 workshop was held in Minneapolis in April. We sought 
to gauge the viability of a workshop that included all the states of a federal region: 
Region V, which is headquartered in Chicago. The workshop included librarians, 
Head Start staff members, and youth museum staffs from Illinois, Indiana, 
Michigan, Minnesota, and Ohio. The Head Start administrator for Region V par¬ 
ticipated fully and enthusiastically on both days and provided a sense of frame¬ 
work and continuity of interest on a regional basis. 

It is of interest to note that even before our alliance with the youth museums, 
we had chosen to have our “festive night out” at the end of the workshop’s first 
day of meeting at a museum. This approach began with our Topeka workshop for 
the central midwest states in 1994 during which the Western History Museum 
opened its doors for a delightful dinner that was exclusively for the partnership 
workshop and was served chuckwagon style to our participants. This pattern pre¬ 
vailed at all subsequent workshops and provided some hands-on museum experi¬ 
ences for all participants. At all five workshops in which youth museum staff 
members participated (1995-1996), participants were eager and were delighted 
with the potentials of the three-way partnerships with Head Start and libraries and 
full contributors during and after the workshops. 


6 


Preface 



The third workshop held in 1995 was in Austin, Texas, in December. Again, 
this workshop sought to explore the extraordinary potential of the project. This 
partnership could penetrate even in a single state the size of Texas and could 
nearly saturate people’s awareness of the partnership and could gain concerted 
local action. During this workshop, we readily found many a three-way match in 
localities among librarians, Head Start staff members, and youth museum staff 
members. Because of distances, many participants elected to contact each other in 
advance. In some cases, they made plans before the workshop, and in many cases, 
they arranged to carpool to Austin. The selection process broke down under the 
eagerness of those who wanted to participate, and we ended up with about 100 
participants instead of the more usual 80 or so. Again, we were able to include 
many related leadership people from within the state. Our belief that a single 
statewide workshop was the most productive format was reaffirmed. The state 
group of 75-100 was large enough to present numerous situations and possibili¬ 
ties, each structured within a framework that was familiar to all participants and 
yet large enough to offer new vistas. 

We offered two more workshops in 1996. Each involved pairs of states: one in 
the Southwest, and the other in the plains states. The Arizona-New Mexico work¬ 
shop was held February 29-March 1, 1996, in Scottsdale, Arizona. The Colorado- 
Wyoming workshop was held in Denver on September 5 and 6, 1996. Wyoming, 
sparsely populated as it is and with relatively few Head Starts, museums, or 
libraries, had some 20 persons who represented all three components. For these 
last two workshops, participation again edged near the 100 mark because, as so 
many invitees told us, this was a rare and wonderful professional opportunity for 
them. 

From the first of the 1995 round of workshops, it seemed that word about the 
partnership project and the workshops had “gotten around,” and that participation 
was highly anticipated. Participants during 1995-1996 came prepared to “show 
and tell” and to meet their new partners eagerly. Participants either sent ahead or 
brought with them cartons full of material to be shared; much of this material has 
found its way into this resource notebook. 

Use of This Notebook 

Everything in this notebook may be used to the fullest: program activity sug¬ 
gestions, lists of materials, tips on how to encourage family literacy and help a 
child enjoy reading, definitions, research cited—everything. You may copy and 
use these materials as long as you give original sources. One of the most magical 
and meaningful things about Head Start is that everybody gets in the act: children, 
parents, caregivers, families, teachers, aides, and volunteers. The result is that 
everybody wins. Parents and other family members are given the opportunity to 


Preface 


7 



link what goes on in the Head Start program with what goes on at home. The re¬ 
sult is that other siblings are enriched, and parents feel greatly empowered. 

Nothing in this notebook is set in concrete or stone. It has been designed in 
loose-leaf format because it is a work in progress. If an activity doesn’t work for 
you, please disregard it. If an adaptation fits your needs, please adapt it. You can 
add other materials as you come across them and can keep the information pool 
growing. You should clip things from newspapers and magazines and should 
write down useful quotes from TV or things you see on the Internet. When you go 
to meetings, pick up materials and then stash things you can use in the back of 
this notebook. 



8 


Preface 



A child is a person who is going to 
carry on what you have started. He is 
going to sit where you are sitting, and 
when you are gone, attend to those 
things which you think are important. 

You may adopt all the policies you 
please, but how they are carried out 
depends on him. He will assume 
control of your cities, states, and 
nation. He is going to move in and 
take over your churches, schools, 
universities, and corporations.... 
The fate of humanity is in his hands. 



—Abraham Lincoln 


Preface 








Introduction 


Definition of Literacy 

The definition of literacy has changed, developed, and become more sophisti¬ 
cated during the twentieth century. Even at the beginning of this century and for 
hundreds of years before, the great majority of people had little need for high lev¬ 
els of literacy. If they could sign their names plus read signs and simple messages, 
that knowledge was often sufficient. Long before “sound bites” on TV, newspa¬ 
pers with mass circulation depended on what might be called “sound bites in 
print.” Large headlines carried important news to many low-level readers; news¬ 
boys carried handbills to give out and shouted headlines on street comers. At a 
time when most children did not attend school beyond the sixth grade, a sixth 
grade level of literacy was considered basic literacy. A good farmer or a man run¬ 
ning a small business, like the workers he hired, did not need the literacy required 
of professionals or scholars. 

Yet, there was always a core of people who loved to read. As with everything 
else, the more you do something you enjoy, the better you get at doing it. Librar¬ 
ies were founded in North America during colonial times. The Founding Fathers 
were readers—the thinkers, planners, and policymakers like Jefferson, Madison, 
Franklin, and Adams—as were those who fanned the starting flames of revolution 
like Tom Paine. For such people, reading has always meant more than merely de¬ 
coding (figuring out what the letters spelled); it meant being able to put into 
words one’s thoughts and ideas, along with the meaning of experience. For such 
people, reading means the opportunity to compare their feelings and problems 
with those of others and to leam from others’ decisions and solutions. As most 
men became engrossed in struggling to carve a country out of a mgged wilder¬ 
ness, reading came to be associated more with women, who made time to read the 
Bible and other works and who, before the advent of formal schooling, cared for 
educating the children. Books were precious possessions to many, hallmarks of 
civilization that occupied the limited space in many a covered wagon going west. 

It is estimated that from 20 percent to 25 percent of today’s population has not 
fully mastered basic literacy enough to show competence in reading materials at a 
sixth grade level. A portion of those cannot read at all, and a large proportion of 
our illiterate and semi-literate population is in correctional institutions. Further¬ 
more, nearly one-half of today’s Americans fall short of what may be called 
“leadership literacy.” They do not read well enough to help them shape their 
thoughts in writing or in spoken language. Full command of language in all its 


11 



forms bestows self-confidence, breadth of vision and perspective, understanding 
of cause and effect, the capacity to tolerate ambiguity and delayed gratification, 
and many other life skills. Reading broadens the sense of options; it makes one 
alert to opportunities and the existence of alternatives. Being only partially literate 
is a huge strike against success in today’s society. The lack of high-level literacy 
and related thinking skills—after all we think in words—is only just now being 
recognized as a serious deficit. 

Adult Basic Literacy 

Adult education programs, connected mainly with schools, offer training in 
adult basic literacy. Many companies provide remedial training for adult workers 
so that they can do their jobs. Several national volunteers-for-literacy groups co¬ 
ordinate and train teachers who, in turn, teach individuals to read. Incentive and 
motivation and, therefore, retention seem to be a difficulty in many of these pro¬ 
grams. People can be taught to read and still not become readers. Practice is es¬ 
sential until reading becomes a habit; unfortunately, real enjoyment in reading is 
necessary if the habit is to become ingrained. These programs of mastering skills 
often lack the element of learning to use a library. Reading for its own sake or 
even for the sake of a job does not create a reader. Readers must have an emo¬ 
tional response to a new world entered, new insights, places they can go as read¬ 
ers, and situations and people they can better understand. 

Family Literacy 

Many professionals who have long been involved in the struggle to promote 
literacy and its primary importance to the social and economic well-being of our 
society have now seen it rise quickly to the top of the national agenda. They be¬ 
lieve that family literacy is the key to motivating people to become readers. 

Dr. Carole Talan, Director of California’s Statewide Literacy Resource Cen¬ 
ter, is a nationally known coordinator of family literacy programs that are active 
throughout the state. She is an outstanding proponent of library-based programs, 
which she believes—and has demonstrated—can be more flexible in terms of 
hours, techniques, and materials than other types of more rigidly structured pro¬ 
grams. Library-based programs are also more focused, more fun, and more cost- 
effective. Dr. Talan says: 

For most people, the definition of family literacy depends upon 
the context in which they seek to define it. Definitions abound and 
vary considerably from brief statements, which define family 
literacy as any model providing literacy activities within a family 
setting, to much more detailed ones. For the purposes of this 
manual, a concise, abbreviated version of the definition as found in 


12 


Introduction 



the Head Start Authorization Act of 1994 will be used. Family 

literacy in its full potential provides 

a. Literacy improvement and enrichment for the adult, as 
needed 

b. Emerging literacy activities and opportunities for the child, 
with emphasis on, but not limited to, the preschool and 
primary child 

c. Interactive/intergenerational activities for the adult(s) and 
child(ren) 

d. Parenting development and development opportunities. 1 
Library-Based Family Literacy 

Public libraries were engaged in family literacy programming long before it 
was called that. Libraries took on the cause of literacy in the late 1800s at about 
the same time they began programs for children, and they have been immersed in 
its fundamental concepts ever since. We should note that the 1994 Head Start 
legislation recommends that Head Start staffs should partner with libraries and 
should use their resources in programs of family literacy, parent education, and 
teacher technical assistance. 

Children and adults will learn to read and are more likely to become readers 
when they share the enjoyment of books. Enjoyment is the key to establishing a 
lifelong reading habit. It is important to demonstrate that reading is not just a 
solitary activity, although it may be—and most delightfully so—when you want 
to retrench, escape, or be totally by yourself with your own thoughts. Reading by 
yourself gives both time to ponder and much needed privacy. Reading can also be 
a shared and social activity. The reading habit cultivates a new way of thinking 
about possibilities, what one might be called the “What if...” turn of mind. 

Another important benefit of family literacy programs is that children see 
adults reading and enjoying it. Children get a chance to be read to and to read 
aloud to adults. Research shows that the first and most important factor in devel¬ 
oping readers among children is for them to see adults whom they care about 
reading. Children learn this behavior, as they do other behaviors, by imitating. 
The second most critical factor in developing a reader is that the child is read to 
often and regularly, and is exposed to books and other reading materials 
constantly. 

Some of the most successful family literacy programs are those that use en¬ 
tirely children’s books, which are carefully selected by librarians to be of interest 
to both the children and the adults who are sharing them. Dr. Talan is an ardent 

1 Jane Curtis and Carole Talon, P.A.R.E.N.T.S., 1997. 


Introduction 


13 




and successful proponent of using children’s books in all the programs under her 
supervision; more than 50 programs are based in libraries, plus those operating in 
San Quentin and other high-security prisons in the state. Why? Because, says 
Dr. Talan: 

Children’s books are funny and fun, entertaining and colorful. They are 
informational, especially for adults and children with limited reading skills. The 
values projected are universal; they are culturally diverse; they teach and rein¬ 
force basic reading skills (left to right, prediction, main idea, use of picture clues, 
use of context, and more); they are not contrived to teach anything; they are 
accessible to all levels of reading ability from wordless to quite sophisticated; 
they introduce a variety of places, situations, and people; they introduce very 
simply a variety of ideas and concepts; and they build self-esteem and 
confidence. 2 

Perhaps the reason family literacy programs work so well is that most illiterate 
or semi-literate people want to leam to read so those people can read to and with 
their kids, can help them leam, and can earn their respect as the children go 
through school. 

Developing Learners from the Start 

The American Library Association president’s paper from 1996, “Kids Can’t 
Wait,” states: 

What happens or does not happen during the first 5 years of life decides in 
large part the child’s destiny for the rest of life. Although many children, even 
adults, can benefit from later intervention, the costs of reversing the effects of a 
poor start increase as the child grows older, and the chances of success diminish. 
Neuroscientists, studying the brain in greater depth than ever before, find that if 
there is a lack of development that should have taken place in the earliest years, 
the deficits can never be fully made up. In some cases the damage is irreversible. 

In essence, use it or lose it. 

Brain development, with all that implies in terms of mental and emotional 
well-being, is much more vulnerable to environmental influences than previously 
suspected, and these influences are longlasting. The environment affects not only 
the number of cells, and the vitality of the connections among them, but also the 
way in which these connections are “wired.” There is new evidence also of the 
negative impact of early stress on brain function. 

The quality of parent and family interaction with the child is a major 
influence on the difference between good outcomes and poor outcomes for the 
child. Rhythm and rhyming words focus a baby’s attention as people and objects 
are given names. Baby listens and takes in more than we have yet been able to 
fathom, but we are learning all the time how important the effects are. Infants 
thrive on one-to-one interaction with parents. Songs and “happy talk” evoke trust 
and a sense of security, which builds confidence for exploration. This sense of 



2 Carole Talon, handout prepared for workshop. 


14 


Introduction 




security is the basis for a sense of self-worth and for forming good relationships 
with other children and adults. 

Infants’ and young children’s early experiences are the building blocks for 
intellectual competence, language comprehension, good emotional balance, and 
social skills. Feeling liked and lovable is the beginning of liking and being able 
to love, and [is] the foundation of self-esteem. Touching, holding, talking, and 
reading to young children seem to be the most effective spurs to later develop¬ 
ment. Such stimulation makes it possible to learn how to learn, to want to reach 
out, to make choices, [and to] see relationships and develop higher level thinking 
skills. It creates its own demand for language, the raw material for thought. 

Words are tools used at first to express needs and wishes, and later hopes and 
ideas. Without a good command of language, the child will be shut out from 
much that could make life interesting and worthwhile. The child grows into this 
basic equipment, skills of language, most successfully when [the skills] are 
modeled: first listening, then speaking, then reading, and writing. Literacy truly 
defined means acquiring, along with language, a set of attitudes toward self and 
others, expectations of self and others, [and] an ability to understand and link 
streams of thought. All this, on the surface, may appear to be quite unrelated to 
conventional notions of reading instruction. 

It is parents, other primary caregivers—like the more than 4 million grand¬ 
mothers who are now shouldering this responsibility—and other family members 
who should supply this developmental foundation for children from birth. Alas, 
this is not a reality for more than half of America’s 23.6 million children between 
birth and 5 years of age [because of] social and economic conditions. Stressful 
environments and violence are caused by many factors that are all too well 
known to Head Start teachers. The intolerable conditions in which such a large 
portion of our nation’s kids are facing their first years of life are a recipe for 
disaster for the whole society. If something is not done and very soon, not only 
will many millions of young lives be ruined, but the stability of the nation will be 
undermined. 3 

In their book Using Children’s Books in Preschool Settings , Steven Herb and 
Sara Willoughby-Herb have words about developing learners: 

There is ... a child whose ranks are growing disastrously in our society: the 
child whose home environment provides neither the security nor the appropriate 
stimulation necessary for becoming a confident, self-assured learner.... A child 
who learns to fear the world is apt to lose the natural proclivity for exploration, 
inquiry, or participation. A pervasive sense of danger or insecurity can cause a 
preschool child to “go into hiding” emotionally and psychologically.... Any hope 
we can deliver, any literacy skills we can foster, may help lead a child from that 
“hiding” place.... Young mothers, many of them unwed teenagers from the 
culture of poverty, need to be taught—and are often eager to learn—that talking, 
playing, and reading with their young children provide a bit of a shield and an 
antidote to their insecure surroundings.... This issues a challenge to librarians 
and teachers who work with preschool children and caregivers/parents, a 
challenge to work directly and also through other agencies such as health 



3 Virginia H. Mathews, “Kids Can’t Wait,” American Library Association president’s paper, 1996. 


Introduction 


15 




clinics.... Remember that every book read, every story told, and every 
conversation held makes a difference in a child’s life. 4 

Research programs and experimental or demonstration programs have shown 
that when the parent or primary caregiver reads aloud to a child, this positive 
interaction with a caring adult can provide a sort of immunization against some of 
the noise and crisis in the child’s environment. Apparently, the attention, the 
closeness, and the routine that characterize the reading will induce better overall 
development and facilitate emergent literacy. 

Beating the Odds 

As “Kids Can’t Wait” (Mathews, 1996) says: 

In more than 250 studies of children growing up in adverse circumstances— 
war, poverty, dysfunctional families—the results present a consistent pattern of 
certain common denominators for enabling children to beat the odds against 
them. Longitudinal research on the “resilient child,” conducted for over 40 years 
by Dr. Emmy Wemer and her colleagues, followed the same group of 700 multi¬ 
cultural Hawaiian children from birth through adolescence and well into their 
thirties. A portion of these high-risk children—exposed to poverty, biological 
risks, and family instability and reared by parents with little education and often 
serious mental health problems—remained invincible. They developed into 
competent and autonomous young adults who “worked well, played well, loved 
well, and expected well.” 

What enabled a significant percentage of these young people to overcome 
multiple deficits? 

A major buffer turned out to be their own belief that they would be able to 
surmount all difficulties. This self-confidence came about because of the atten¬ 
tive caring, the mentoring of a special adult—a parent or a parent substitute, 
often a grandmother, a teacher, or an older sibling. This person listened, and the 
children felt that they mattered to at least one other person, an adult who believed 
in them. Other protective factors included an engaging temperament and social 
skills that drew people to them, a sense of humor, outgoingness and curiosity, 
and good communication skills. It was found to be very important to intervene 
when the at-risk children were having reading difficulties. Reading ability turned 
out to be one of the best predictors of later success both at work and in marital 
and parental relationships. 

Other researchers exploring resilience factors confirmed those cited by 
Wemer and her colleague Ruth Smith, and [researchers] mention [these factors 
in] addition: ability to think abstractly; flexibility; problem-solving skills; having 
a strong sense of identity, of purpose, and the future; and awareness of how to be 
useful to others. 

All of the resilience characteristics can be engendered or enhanced by full- 
fledged literacy and with the help of librarians and library resources—especially 


4 Steven Herb and Sara Willoughby-Herb, Using Children’s Books in Preschool Settings: A How- 
to-Do-It Manual, 1994. 


16 


Introduction 




the people resources. It is well to remember that in today’s crowded, confusingly 
technological, too-busy-to-listen society, it is not just the poor children or those 
who are homeless or living in ghettoes that may be considered to be “at-risk.” A 
great majority of the children growing up in this society are in need of caring and 
concerned adults who will help them to develop every bit of resilience they 
possibly can. 

It is reasonably certain that many who will use this resource manual know that 
the Goals 2000: Educate America Act signed by President Clinton on March 31, 
1994, set into law eight national goals that included goal #1, “All children ready 
to learn,” and goal #8, “Increased parent involvement.” 5 Readers should also be 
aware that a recent survey funded by the U.S. Department of Education and con¬ 
ducted by the University of Minnesota with the Gallup organization asked ques¬ 
tions about how Americans perceive the role of the public library in their lives. 
Among those surveyed, a great majority regarded the public library as a very im¬ 
portant source of support for learning. This opinion was especially true of people 
belonging to minority groups and of people with limited income and education 
who regarded the public library as a major source of support for their educational 
aspirations. Also, the lower the income level of those surveyed, the higher their 
regard for the library’s role as a discovery and learning center for preschool chil¬ 
dren. John W. Gardner wrote: “Societies are renewed by people who believe in 
something, care about something, stand for something.” 6 Action toward this re¬ 
newal is taken, as we remind participants in our workshops, by leaders with pas¬ 
sion, purity of purpose, priorities, expectations of producing positive change, and 
persistence. It seems that the Library-Museum-Head Start Partnership is a con¬ 
cept whose time is now, as well as one destined for a productive future. 

Rationale for Using Quality Children’s Books 
with Adult Learners 

Many adults enter literacy programs with the expressed purpose of becoming 
better able to read to their children. They may (or may not) realize that reading to 
their children is the best way to help those children grow up to be better readers 
themselves. According to the U.S. Department of Education report titled What 
Works (1986), “The single most important activity for building the knowledge 
required for eventual success in reading is reading aloud to children.” 

Because they themselves have suffered embarrassment or failure caused by 
their lack of proficiency with reading, those adults are generally very passionate 
about not wanting their children to be exposed to the same traumas and ego- 


5 Public Libraries Serving Communities: Education Is Job #/, Washington, D.C.: U.S. Department 
of Education, 1994. 

6 John W. Gardner, Self-Renewal: The Individual and the Innovative Society, New York: Harper & 
Row, 1994. 


Introduction 


17 




deflating experiences. Even when they do not really understand why they should 
read to their children, they often do realize that it is important. 

Generally, one is very cautious about using children’s materials with an adult 
learner because those materials may be seen as insulting or demeaning. However, 
the attitude with which material of any kind is presented to the learner is most 
likely the attitude that learner will adopt toward the material. In other words, if 
you as the tutor or teacher like the material and present it as fun and worthwhile to 
use, then the learner will most likely approach the material with that attitude. 
There will always be exceptions, however. As you approach the adult, you should 
be careful of resistance to the materials. 

In addition, if adults want to read to a child, or can be convinced of the value 
in reading to a child (their own child, a grandchild, a niece or nephew, a neighbor, 
a Head Start or daycare child), then using good children’s literature in the adult’s 
learning session makes sense. 

Learning to read to a child not only increases the adult’s reading skills and 
understanding of basic literacy development but also boosts the adult’s self¬ 
esteem. By providing a youngster with the experience of being read to, the adult 
moves from being part of the literacy problem to being a part of the solution. 

In addition, well-selected children’s books are visually appealing and use a 
colorful but simple language to convey their meaning. They are not contrived 
(manufactured to give reading practice) but are written to tell a meaningful story 
or to convey information in an interesting way. As children grow to love their 
storytimes, their demands of “read to me” also help ensure that the adult will con¬ 
tinue to practice reading between tutoring sessions or classes. Plus, books are just 
plain fun and entertaining for all concerned. 

Most children’s picture books contain elements of predictability that are of 
great help to someone just learning to read, whatever the age. Lively illustrations, 
repeated phrases or word patterns, and rhymes all help the reader to decode the 
text. Also helpful to the new reader are concept books that teach concepts familiar 
to them but often new to the child, such as counting, colors, days of the week, 
animal names, etc. For the English as a Second Language (ESL) or Limited in 
English Proficiency (LEP) adult, those books are even more valuable because 
they help the adult learn the basic English vocabulary with lots of clear, interest¬ 
ing pictures for support. 

Wordless picture books can be used effectively by any adult, even if they do 
not yet speak or read English. Using the illustrations as predictors of the story, 
adults with no reading skills can still share this type of book with a child by tell¬ 
ing the story in their own words. The ESL or LEP adult can also immediately 
share this book in their own language. 


18 


Introduction 



Chapter 1 

Motivation to Read 

Children in Need of Motivation 

As we said in the introduction, more than half of America’s children between 
birth and 5 years of age lack the stimulation they require at home for full brain 
development and for growth of language and conceptual skills. By no means are 
all of these children poor; many live in homes with two working parents who ap¬ 
pear to function well for the child’s benefit. Yet the parents are under enormous 
pressures and are not always aware of what they should be doing as the child’s 
first teacher. Many parents, whether one of a pair or going it alone, are overex¬ 
tended in terms of money, time, and energy. Low educational levels often limit 
what parents think they can do to help their kids, or parents believe that kinder¬ 
garten or school will do the job when the time comes. Relatively few children will 
be fortunate enough to go to Head Start or any other preschool program that pro¬ 
vides planned motivation for emergent literacy. 

Parent Involvement 

Because one of the wonderful things about Head Start is that its supportive 
presence in a family affects members other than the child actually in Head Start, 
we wanted to place in this resource book some help for the mother, other parent, 
or family member who is assisting with the growth of language skills all the way 
from birth through 5 years of age. The following charts, which show children’s 
developing abilities and the adult’s supportive techniques, were prepared by an 
expert wife and husband team. She is a child development professor and he is a 
children’s librarian. We have permission to use excerpts that are adapted on the 
following pages and that are from Using Children’s Books in Preschool Settings: 
A How-to-Do-It Manual by Steven Herb and Sara Willoughby-Herb. Many par¬ 
ents find it hard to believe that the simple things they can do with a 3-, 6-, or 9- 
month-old child or with a 1-, 2-, or 3-year-old or even with a 5-year-old can shape 
that child’s entire life and lead to intellectual competence and psychological and 
emotional stability. There are no guarantees, of course, but those simple things 
can also lead to success in school and in later life, and away from drifting, 
dropping out, seeking gang reassurance, gaining attention and power in the wrong 
places, doing drugs, and doing time. 



19 



What Head Start Can Do 


When children get to Head Start and appear to need help in “catching up” with 
opportunities for language development and for emerging literacy that they seem 
to have missed out on, the Head Start staff members can do many things. First, 
they need to enlist the help of the parent or primary caregiver, so that things be¬ 
gun in the classroom can immediately carry over into the home environment and 
come back again. This involvement is probably best accomplished in a one-to-one 
private conference between the parent and teacher. The two can exchange their 
knowledge and observation about the following: the child’s interests, listening 
and speaking habits, books that may have been read, subjects of concern to the 
parent such as behavior problems, comments the child may have made about 
school, classmates or teacher, and so forth. Above all, staff members can encour¬ 
age the parent or caregiver to make a start, which begins with listening and talk¬ 
ing to the child. Wordless books with enticing pictures to be shared with a child 
are a great beginning for a low-literacy mother who can, with the child’s help, 
make up a story to go with the pictures. 

With the Help of the Library 

It is important to introduce the parent to the public library children’s section 
and to the librarian who is in charge of it. If possible, Head Start staff members 
can take a group of two or three mothers to the library or can ask a parent who 
knows about the library to introduce another parent to it. A personal guide and 
introduction breaks the ice wonderfully well. Handouts such as those that are in¬ 
cluded on the next few pages can help: “Leading Your Child to Reading,” “Help¬ 
ing Your Children Become Readers,” and “Advantages of a Library as a Partner 
in Family Literacy.” Head Start staff members who have a library partnership can 
gain great help from library staff members who will encourage children to talk 
and share their ideas about books and will offer demonstrations of parent training 
and of joint family literacy sessions for parents with their children. To help chil¬ 
dren overcome the “hiding out” syndrome or a sense of isolation, librarians can 
select particular books for those reticent children. Curiosity aroused and satisfied 
can lead to interests. 

Older siblings, grandparents, aunts, and other family members can have im¬ 
portant roles in helping the child practice at home some of the activities and skills 
learned at Head Start. 


Conversation 

As we have said, the most important factor in creating a reader is having 
reading enjoyment modeled by a parent or some significant older person. Being 
read to ranks a close second in terms of influence. Games can also be a great 


20 


Motivation to Read 



companion to reading development. S. B. Neuman and K. Roskos, quoted in 
Using Children’s Books in Preschool Settings by the Herbs, state that “much of 
the benefit of storybook reading resides in the collaborative talk that actually sur¬ 
rounds the book reading event.” The attitude toward a child’s early efforts at lan¬ 
guage is important. Thus the listener should, according to the Herbs, 

... show caring attentiveness and often credit the child with greater 
understanding or ability than is readily observable in the child’s speech. For 
example, when the child says, “Ball all gone,” the adult might assume that 
the child is both commenting that the ball is missing and asking for help in 
finding it. The adult assumes that the child means to communicate more than 
the words alone say. 

The Herbs recommend ways of starting conversations with children. They ex¬ 
plain six techniques: Self Talk, Parallel Talk, Leading Statements, Affirming Re¬ 
sponses, Modeling Varied Uses of Language, and Questioning. These techniques 
have a certain game-like quality that might make them interesting to both young 
and old people who desire to strike up a conversation with a preschooler or to so¬ 
licit a response. The following examples are paraphrased from the Herbs: 

• Self Talk involves the older person playing near the child and talking in de¬ 
scriptive ways about what he or she is doing. For example, in putting a puzzle 
together, the adult says, “I’m looking for the comer pieces.” Often the child 
will show an interest in helping to find the puzzle piece. Without having to 
speak, the child has responded to the adult’s conversation. There is no re¬ 
quirement for language, and the adult accepts nonverbal communication as 
conversation until the child is ready for more commitment to a verbal inter¬ 
change. 

• Parallel Talk, much like Self Talk, doesn’t require any speaking from the 
child. Adults will use words to describe the child’s activity. With young in¬ 
fants, the adult may say the names of objects, persons, or events as the baby 
notices them, thus supplying verbal labels. With a toddler, the adult describes 
objects or actions, “You picked up the yellow car.” With Head Start children 
who are 3-5, the older person can point out the detail of what the child is do¬ 
ing, “The base of your house is getting longer,” or “That’s a lacy, pointed 
snowflake you are cutting.” By providing words that stand for real objects and 
experiences, adults help children build bridges between their concrete world 
and their mental world. As with Self Talk, Parallel Talk may lead into an ac¬ 
tual exchange of words with the child and the older person taking turns with 
the conversation, but this two-way result is not a necessary outcome. 

• Leading Statements, when properly drawn out, certain expressions (“I won¬ 
der ..., I hope ..., I think ..., I’m afraid ...”) invite children to complete the 
statement. The important characteristic of these statements is that they are 


Motivation to Read 


21 



merely “invitations” and not “requests” for verbalizing. Reading a version of 
The Gingerbread Man, the adult turns the page, looks at the picture, and says, 
“Now I wonder who is going to be chasing him?” The child points to the pig 
and says, “Piggy.” It is because such statements do not pressure children that 
they often inspire children to join the conversation. 

• Affirming Responses are used when the child has begun speaking to the 
adult. A regular response shows that the adult has heard what the child has 
said and thinks the child’s words are important. For example, when the child 
points to the pig and says, “Piggy,” the adult affirms what the child has said, 
“Yes, I think the piggy will chase the Gingerbread Man.” This response also 
demonstrates the addition of a verb and the use of a whole sentence. 

• Modeling Varied Uses of Language means that as an adult speaks to young 
children, the adult should continually provide models for their speech. In ad¬ 
dition to acquiring vocabulary, children leam a great deal from older people’s 
use of language such as how to take turns in conversation, how to be polite 
listeners, how to greet others, how to make people laugh, and how to assert 
one’s rights. It is believed that language develops in young children according 
to its usefulness to them, and children develop intentions or purposes long be¬ 
fore they have the words to express themselves. Unfortunately, some children 
are exposed to very limited language use in their own homes; most language 
they hear is directed toward satisfying one’s own needs such as “I want my 
dinner now” or is controlling language such as “Stop that.” It is crucial for 
children who seldom hear or participate in good conversation at home to be 
exposed to children’s literature. Those books show children that there is 
something in the world beyond their home or their neighborhood that can 
open them up to dreams and ideas not grounded in their immediate 
environment. 

• Questioning is the most fragile of all the conversation-starting techniques. 
Questions are really not necessary for making conversation with children. In 
fact, some questions can easily shut down a child’s conversations. Don’t let 
questions intrude on the child or his privacy. Adults should not ask personal 
questions about children’s families, what the children ate for breakfast, or 
whether they like their sister or brother. Some well-meaning adults ask ques¬ 
tion after question—often unrelated to what the child is focusing on at the 
time—and the child who tries to satisfy the questioner is likely to regard this 
encounter as a pretend conversation or even a test rather than an opportunity 
to share ideas. When they do ask questions, adults must listen with respect and 
be prepared to facilitate the child’s communication. If a child overhears adults 
laugh at what the child said, that youngster can become timid about speaking. 
And sometimes children will decline to be questioned, will typically let the 
questioner know it, and will walk away. 


22 


Motivation to Read 



However, thought-provoking questions may encourage children’s thinking. 
There are recall questions, deductive-thinking questions, and, perhaps the most 
interesting of all, divergent-thinking questions that encourage complex thinking 
but that have no one correct answer. Most answers a child would give would be 
acceptable. Such questions are sometimes called open-ended questions. 
Divergent-thinking questions ask children to make judgments (“Do you think the 
old lady should bake another Gingerbread Man?”), to make predictions (“What do 
you think will happen next?”), or to imagine (“If you were the Gingerbread Man, 
how would you get away?”). Interesting, thoughtful conversations that involve 
sharing and accepting one another’s ideas will often follow divergent questions. 
Thus, we should weave divergent-thinking questions into discussions of books as 
often as possible. 

Games 

A child often greatly enjoys games that include play with words, sequences, 
contrasts, comparisons, and counting, especially when played with a sibling. 

These questions can lead to games: Which objects are alike? What do they have in 
common? Which objects are alike in some ways and not in others? Can you de¬ 
scribe how things feel, putting words to such characteristics as rough or smooth, 
lumpy or flat? Games that features things in sequence help a child learn that 
reading in English and many other languages takes place from left to right. 
Guessing games of all kinds are fun. Tic-tac-toe can be played in any number of 
ways, and likes and dislikes can be graphed. Games can be made of what things 
you take on a picnic or of what you put in your backpack for an overnight visit. 
The game we used to call “Concentration,” in which 52 cards are laid face down 
and each player gets a turn to find a pair, develops memory, and develops spatial 
visualization (the third one on the top row matches the fifth one on the second 
row.) A sibling can go to the library and learn in a craft session how to make pup¬ 
pets with and for a younger brother or sister. Picture books themselves are prime 
tools for helping children learn concepts such as small, smaller, and smallest. 

Such concepts can help both parents and children share the feeling that they are 
connected with a world far beyond the one they live in. A grandmother who likes 
music might choose a piece of music that goes well with a story and that illus¬ 
trates a rabbit hopping or an insect buzzing. Grandparents who seem to have an 
interest and talent in this kind of participation can be given some basic, simple 
training so they can tell stories from their childhood, as well as tales from their 
homeland if they grew up in another country before coming to the United States 
or their childhood was in a very different setting in this country. Older people, 
whether relatives or not, will often enjoy bringing to the classroom or library 
some beautiful, unique, and interesting objects that children may look at and 
perhaps handle. 


Motivation to Read 


23 



In the Library-Head Start video, we emphasized that while it is important to 
have an inviting library area in the Head Start classroom, literacy and book-re¬ 
lated activities should take place throughout the room. Many stories lend them¬ 
selves to dramatic play and to the use of costumes and props. The Gingerbread 
Man, The Three Billy Goats Gruff, Little Red Riding Hood, and The Very Hungry 
Caterpillar (Carle, 1981) are only a few that come to mind. Children should be 
allowed to take books to all appropriate areas such as the science center or the 
housekeeping area. With help from the teacher, aides, or parent volunteers, the 
children can engage in play that includes reading and writing, such as pretending 
to be a postal worker, a doctor, or a dentist (letters, charts, magazines, prescrip¬ 
tions). According to the Herbs, 

Children seem to leam best, to remember best, when their learning 
experiences are integrated ... and literature is important throughout their 
lives and not just at a certain place or time of day. With children’s literature, 
we think of integrated learning occurring when 

1. Children are read to at various times of the day—not just at storytime or 
bedtime. 

2. Books and stories are incorporated into various themes that we study 
with children (seasons, the family, etc.). 

3. Books and stories play a part in children’s learning about nonliterary 
topics, such as mathematics, science, history, and human understanding. 

4. Adults encourage children toward reading-related play. 

5. Children develop their own personal literary preferences: favorite books, 
authors, and illustrators; favorite times and places for reading. 


Understanding Why and How 

It is important not only that parents or primary caregivers understand how es¬ 
sential their role is as the child’s first teacher, but also that they know what to do 
about it. Many parents of Head Start children did not have in their own childhood 
a nurturing model upon which to pattern their own activities. Some training can 
be done through informal conversation between the Head Start teacher and parent, 
but parents may leam more readily through exchanges and solutions that are 
brought out in a group session with other adults. This training function is one in 
which the librarian partner can greatly assist the Head Start staff (as discussed in 
Chapter 5). 


24 


Motivation to Read 



The Child’s Developmental Needs: Birth Through 6 Months* 

Child’s Developing Abilities 

Adult’s Supportive Techniques 

Recognizes and attends to familiar voices, 
sounds, and words 

Quiets when picked up 

Communicates varied emotions 

Attracts and holds attention of caregivers 
through vocalization 

Smiles when interacting with others 

Interacts with varied family members 

Takes turn in gazing and smiling 

Pretends conversation with another 

Babbles with vowels mostly 

Coos and babbles with expression and 
gesture 

Repeats pleasurable activities 

Enjoys investigating surroundings 

Seeks out and holds small objects 

Tries to imitate adults 

Recognizes pictures of human face 

Smiles and talks to baby during routines (feeding, dressing), 
remembering to pause to let baby take a turn 

Takes baby on looking and listening tours, pointing out and 
naming interesting items 

Imitates baby’s vocalizations, taking turns; positions adult’s 
face 12-18 inches from baby’s so it can be easily seen 

Always uses language as well as affection when greeting baby 

At meal or conversation times, positions baby where baby can 
watch as well as hear the flow of language 

Sings songs or recites poems while rocking, riding, etc. 

Uses language in a predictable manner (e.g., when finishing 
diapering always says, “All done!” or when baby hits water in 
tub, says, “Splash!”) 

Exposes baby to a variety of pleasant sounds—music, bells, 
music boxes, ticking, rattles 

Provides baby with toys that make varied sounds, toys that are 
interesting to explore 

“Reads” simple books to baby, by pointing and naming or 
using short, expressive sentences; chooses a few books that 
baby likes, and rereads them regularly 

Includes sturdy board books among baby’s playthings 

Notes the times and places where baby enjoys playing with 
sounds—allows baby plenty of time to do this 

Notices the sights, sounds, or actions that interest baby; labels 
them—“doorbell,” “doggie,” etc.; after a time, uses the word 
just before baby will see or hear the object 

When talking to baby, uses short phrases, expression, or 
interesting intonation 

Responds to baby’s attempts to get adult’s attention—allows 
baby’s attempts at language to capture adult’s interest 

Responds to and guesses at baby’s attempts to communicate 
(e.g., when baby laughs at jack-in-the-box, adult or parent 
says, “You like that, don’t you? ... Again?”) 

When baby begins to babble, notes which sounds (“googa”) 
baby enjoys, so adult can use these to initiate baby’s babbling 


*Please note that in the case of prematurity, we expect children to behave according to norms adjusted for their pre¬ 
maturity (we subtract the number of weeks or months of prematurity), not according to expectations for a full-term 
baby. In most cases, premature children do catch up, but their developmental lag is more noticeable during the first 2 
years of life. 

Source: Adapted from Steven Herb and Sara Willoughby-Herb, Using Children's Books in Preschool Settings: A 
How-to-Do-It Manual, New York: Neal-Schuman, 1994. 


Motivation to Read 


25 








The Child’s Developmental Needs: 6 to 12 Months 


Child’s Developing Abilities 

Adult’s Supportive Techniques 

Takes turns in, initiates, and responds during 
verbal-motor play—such as “Pat-a-Cake” or 
waving bye-bye 

Babbling includes consonant sounds ( b , m, g, 
etc.) 

Understands simple, frequently used words 
such as “no-no,” “give,” “eat” 

Vocalizes during play 

Vocalizing includes some regularly repeated 
syllables (e.g., “dee, dee, dee”) 

Tries to imitate adult speech 

By 12 months, uses 1-2 meaningful words 

Understands most simple language directed 
toward baby 

Puts objects in and out of containers 

Uses thumb and finger grasp 

Pokes or points with index finger 

Creeps or crawls 

Pulls to stand and “cruises” 

Continues using clear, simple language when talking to baby 

Recites rhythmic poems while bouncing baby on knee (e.g., 
“Trit-trot to Boston”) 

Pays attention to and rewards baby’s attempts to verbalize 

Integrates language into baby’s play times, not just naming 
objects, but using verbs and modifiers too, (e.g., “Teddy fell 
down" or “Teddy is soft” 

Shows baby some hand and finger rhymes (e.g., “This Little 
Piggy” or “Two Little Blackbirds”) 

Tries to get baby to imitate words related to the sounds baby 
babbles (e.g., if saying “ba-ba-ba,” encourage baby to say 
“ball,” while playing with it) 

Continues turn-taking and pretends conversations 

Experiments with baby’s following easy directions 
(e.g., “Give Mommy a kiss” or “Kick the ball”) 

Reads simple concept book to baby, points to and labels 
something on each page; after repeated readings, encourages 
baby to point to a particular item (choose something baby has 
been interested in) 

Makes sure that cardboard books are among the playthings 
baby can carry about; if baby takes book to adult, say, “Shall I 
read?” and then read it 

Places books on furniture edges so that baby will discover 
them while “cruising” 

Routinely uses clear, predictable expressions when interacting 
with baby (e.g., “All done!” or “Bye-bye” or “Again?”) 


Source: Adapted from Steven Herb and Sara Willoughby-Herb, Using Children’s Books in Preschool Settings: A 
How-to-Do-It Manual, New York: Neal-Schuman, 1994. 


26 


Motivation to Read 











The Child’s Developmental Needs: 12 to 18 Months 

Child’s Developing Abilities 

Adult’s Supportive Techniques 

Enjoys watching and listening to others speak 

Babbling includes intonations and some real 
words 

Uses more than 3 words; uses 20-50 words by 

18 months 

Begins using simple sentences 

Points out pictured objects as well as family 
members in photos 

Still uses gestures along with talk to 
communicate wants 

Begins pretend play with familiar roles (e.g., 

“cooks” with pots, “feeds” doll or self with 
empty spoon) 

Begins to use sentences, but still uses 1 word to 
communicate a longer message (e.g., “cookie” 
means “Get me a cookie”) 

Enjoys playing alone at times; has favorite toys 
Imitates caregivers by using gestures, words, 
intonations, expressions 

Walks; balances and carries objects 

Uses language to get adults to pay attention 

Enjoys books as toys and as a way to interact 
with others 

Turns pages of sturdy book 

Uses crayons with supervision 

Uses action words (e.g., “go” or “drink”) 

Understands simple directions by 18 months 
(e.g., “Put the book on the shelf’) 

Encourages dramatic play by acting out situations with child 
(e.g., pretends to go grocery shopping) 

Continues to join child in play, but makes certain child has 
times to play alone 

Provides large paper, crayons, paintbrushes, chalk, finger 
paint, Play-Doh for developing eye-hand coordination 

Continues to reinforce child’s attempts to imitate and use 
language; when child tries out new words, repeats the words 
enthusiastically, showing adult’s understanding and pleasure 
with child’s efforts 

When possible, follows child’s ideas in games and play, but 
balances turn-taking 

Continues to expand on child’s utterances, modeling simple, 
complete sentences (e.g., when child drops a cookie and says, 
“Oh, dear,” say, “Oh, dear, the cookie fell down!”) 

Chooses storybooks with simple language the child under¬ 
stands, as well as books with rhymes and songs 

Chooses toys the child can use for imaginative play (e.g., 
dolls, cars, animals, kitchen items) 

Makes sure child has durable books so the child can “read” 
and turn pages independently 

When reading aloud, asks child to find familiar items in 
pictures 

Makes sure that storybook reading is part of a daily routine 

Sets aside a shelf or space the child can reach, so child can 
find own books and put them away 


Source: Adapted from Steven Herb and Sara Willoughby-Herb, Using Children’s Books in Preschool Settings: A 
How-to-Do-It Manual, New York: Neal-Schuman, 1994. 


Motivation to Read 


27 








The Child’s Developmental Needs: 19 to 36 Months 

Child’s Developing Abilities 

Adult’s Supportive Techniques 

Begins to understand simple prepositions (e.g., 

“in,” “out,” “up,” “down”) 

Answers questions with action words (e.g., will 
tell that a baby is “crying”) 

Points to body parts when requested 

Enjoys listening to and sometimes joins in on 
songs, rhymes, and stories 

Begins to understand abstract words (e.g., 

“big,” “little,” “my turn”) 

Understands 2,000-3,000 words by 36 months 

By 24 months, uses many two-word sentences 
(duos) (e.g., “more milk,” “doggie all gone”; by 

36 months, uses 3-5 word sentences) 

Has a vocabulary of 50-250 words by 24 
months and 500-1,000 words by 36 months 

Names pictured objects 

Tells whole name 

By 30 months, begins to use pronouns, 
modifiers, plurals, past tense; uses “I” or “me” 
when referring to self 

Speaks clearly most of the time, yet still uses 
language playfully and sometimes makes up 
words 

Asks questions 

Begins to recite songs and rhymes 
independently 

Imitates vertical strokes of crayon 

Enjoys side-by-side play with peers 

Continues holding conversations with child, behaving as if 
child can understand and contribute competently, even if adult 
has to fill in a bit now and then 

Teaches child new words daily by talking about what adult is 
doing and what is happening (e.g., “Daddy has to write 

Grandma a letter” or “We must find yogurt at the grocery 
store” or “Mommy is fixing the broken chair”) 

Accepts child’s speech, rather than correcting child’s mistakes 
Spends at least 15 minutes reading aloud each day 

Begins to use the public library regularly, taking child along, 
if possible 

Sprinkles the environment with good reading material, e.g., 
books in the car and every room 

Introduces child to “real” stories (e.g., short ones with bold 
illustrations, simple folktales such as The Three Bears or 
cumulative tales such as The Gingerbread Man) 

Asks child about pictures in book while reading, “What’s 
Goldilocks doing now?” 

Provides child with small toy (e.g., toy people and house for 
imaginative play; uses directional (“up” or “down”) words 
and prepositions (“inside” or “on”) while playing together) 

Provides child with toys for creative dramatics (e.g., puppets 
or dress-ups); also for constructing models (e.g., building 
blocks or snap blocks) 

Provides child with materials for “writing and drawing” 

Continues using songs and rhymes, especially ones that can 
be acted out (e.g., “Where Is Thumbkin?” or “Jack Be 

Nimble”) 

Takes cues from child about how child likes to be read to 
(Some children like to be curled up in an adult’s lap; others 
like to be building with blocks 4 feet away! What matters is 
that they enjoy hearing the story.) 


Source: Adapted from Steven Herb and Sara Willoughby-Herb, Using Children's Books in Preschool Settings: A 
How-to-Do-It Manual , New York: Neal-Schuman, 1994. 


28 


Motivation to Read 












The Child’s Developmental Needs: 36 to 60 Months 

Child’s Developing Abilities 

Adult’s Supportive Techniques 

Understands most adult language 

Enjoys hearing stories, has some favorites, and by 
about 4 years knows parts of some “by heart” 

Answers simple questions 

Uses longer sentences (4+ words) and longer 
words 

Talks to self during play 

Vocabulary continues to grow so that by 5 years 
child has a 3,000-word oral vocabulary 

Uses more grammatically complex sentences 
(e.g., uses varied verb tenses and uses connecting 
words such as “but,” “and then,” “actually”) 

Still invents some words (e.g., refers to clothing 
being “inside out” or “outside in”) 

Pronounces most sounds correctly by 60 months 

Understands some concepts of color, shape, and 
numbers by 4 years 

During the fifth year, counts to 3, draws a person 
with 3 parts, attempts to write name, and attempts 
to copy a circle and a cross 

Retells stories, recalling words from the book 

Begins to recognize or “read” some public print 
(e.g., sign for favorite fast food store or label on 
box of cereal) 

Begins to recognize concepts about print, such as 
the beginning and end of books, the fact that there 
is just one right way to read the words in a story; 
knows to separate words when writing 

By age 5— 

• Dictates “stories” for adults to write 

• Tells simple jokes 

• Asks “How” and “Why?” 

• Converses with peers 

• Follows a sequence of three instructions 

• Learns songs and rhymes through 
imitation 

Tries to read stories through to the end, but pauses to ask 
questions to keep child’s interest 

While reading, makes sure child can see pictures and talks 
about them before turning the page 

Encourages child to join in as adult reads familiar or repeated 
phrases 

Occasionally points to a word or moves a finger from left to 
right under the print as the adult reads 

Asks child to “read” or tell about a favorite book 

Encourages child to read public print when child and adult are 
out together 

Posts signs that the child can read (e.g., names of helpers for 
the day or the word “snack” on a snack tin) 

Makes homemade books together, using photographs or 
pictures cut from magazines 

Rereads books as often as requested; child is probably trying 
to memorize them 

Provides opportunities to follow verbal directions 

Encourages child to try simple writing tasks (e.g., making A” s 
or signing name to letters, making M on a paper to remind 
family to buy milk) 

Keeps drawing and writing materials available 

Encourages child to act out stories, constructing props such as 
stick house for The Three Pigs 

Uses words and phrases from stories read (e.g., “Run, run, as 
fast as you can!” from The Gingerbread Man) 

When getting library books, samples from the wide array 
available: fiction, nonfiction, poetry, etc. 

When adult is writing, talks about what adult is doing and 
why (e.g., “This card will really cheer up Uncle Paul”) 

When printing for child uses large clear letters; sometimes 
talks about them (e.g., Letter i is a straight line with a dot on 
top” or “7" makes the sound t-t-t-t.”) 

Continues to be deliberate in the language the adult uses with 
the child, so the adult provides opportunities for the child to 
leam new words 


Source: Adapted from Steven Herb and Sara Willoughby-Herb, Using Children’s Books in Preschool Settings: A 
How-to-Do-It Manual, New York: Neal-Schuman, 1994. 


Motivation to Read 


29 













This handout is designed to be used with adult new readers. It is not necessarily self-explanatory, 

however, but should be discussed first in a group situation to allow adults an opportunity to ex¬ 
plore the significance of each step to their child’s language and literacy development and to be 

sure they understand the concept. 

1. Talk to and with your child. 

2. Listen to your child and encourage his or her listening. 

3. Share at least one book every day with your child. You do not have to be able to read to 
share a book with your child! 

4. Select a quiet, comfortable place to share a book with your child. Before bed or nap is a 
good time. 

5. Make reading times fun —a family ritual. Allow for the age and needs of your child. If it’s 
not fun, don’t do it! 

6. Share stories from your life, family, work, and so forth. Then have your child share stories 
of her or her daily life with you. 

7. Understand that your child is never too young to be read to! Start when your child is still an 
infant. Even better, start when you are pregnant. Before they are bom, babies respond to 
sound and language. 

8. Know that it’s OK, even good, to read the same book or story over and over to a child. 
Children love to hear books repeated many times. Do not be upset if your child tries to turn 
the pages or talks while you are reading. This activity is not bad. Children, especially 
young ones, often need to touch the book, even to put it in their mouths, and to be active 
while being read to. It may take time for your child to leam to sit still and enjoy being read 
to. Please be patient. 

9. Read aloud regularly, even if only a few pages. You don’t have to read every word in a 
book to share it with your child. 

10. Remember that your job is to make reading fun. Children need to see reading as a fun thing 
to do if they are to become good readers, and the school doesn’t always make reading fun. 

11. Use every reading opportunity that you can with your child. Point out at least one beautiful 
(interesting, unusual) thing every day and help your child to use his or her imagination. 

12. As you go about your daily life, think and talk about the story or stories that you read. 


30 


Motivation to Read 



13. Even when your children can read, remember that they still need to be read to! Even adults 
enjoy being read to. 

14. Encourage your child to remember, image, and fantasize; share imaginative ideas with your 
child. 

15. Remember that young children need to hear language. It can be spoken, read, or sung. They 
need to play with words and rhymes and songs. Music is wonderful, and your child will 
love to listen and sing with you. 

16. Plan to use both languages at home if English is your second language. To learn a second 
language, children must hear that language. Babies learn by listening. You should be proud 
of your first language, but should help your child to hear English so that he or she will 
learn to speak and read it. 

17. Remember that a child’s work is his or her play. Therefore, play is an essential part of a 
child’s life, and children need to play every day. Children learn much about their life and 
their world through their play. 

18. Take your child to the library. Have the librarian help you pick out books your child will 
enjoy. Remember, all the books in the library are free. But, you must remember to return 
them too! 

Source: Adapted from material by Dr. Carole Talan, Director, State Literacy Resource Center, Sacramento, Calif., 

February 1995. 



Motivation to Read 


31 



Helping Your Children Become Readers 

When you open a book with your children, you are opening the world for them. 

You are making them think, wonder, and want to know more. You are helping them to do well in 
school and to someday find a good job. Best of all, you are enjoying time together as a family. 

Here are ways to interest your little ones in books and to help them learn skills that will lead to 
reading: 

1. Talk with your children as you play, go shopping, or work around the house. Listen to 
what they say. Ask questions. When you talk to your children, you are helping them learn 
to use words. 

2. Read to your children. Try to read to them at the same time every day. Bedtime or before 
a nap is a good time. Let them choose the story. 

3. Let your children see you read. That is the best way to show them that you think reading 
is important and that you enjoy it too. 

4. Ask older children to read to younger ones. The older children will be proud of their 
skills. The younger children will want to read like their older brothers, sisters, or friends. 

5. Go to the library together. Ask a librarian for help in finding books your children will 
enjoy. If you don’t have a library card, ask for one. With a card, your family can borrow 
books. 

6. Give your children books about their special interests. Do they like animals, sports, or 
magic? Surprise them with books or magazines about their favorite interests or activities. 

7. Keep books, magazines, and newspapers around your home so you and your children 
will always have something to read. Read aloud other things you see during the day such as 
street signs, milk cartons, cereal boxes, and signs in store windows. 

8. Plan outings for your children. Children leam from what they see and do. Take them to a 
park, a parade, or just out for a walk. Church and community groups also plan trips that 
your family might want to go on. 

9. Sing songs and say rhymes, raps, and poetry. Rhymes and songs are easy for kids to re¬ 
member, so they can say them and sing them along with the rest of the family. Rhymes also 
help children leam letter sounds. 

10. Tell stories about your family as well as stories you enjoyed hearing when you were a 
child. Ask grandparents and other family members to tell stories too. Write down some of 
these stories, plus ones your children tell. Save the stories to read aloud at another time. 

Reading Is Fundamental—RIF—is a national nonprofit organization that gets children to read. 
Founded in 1966, RIF works through local programs in thousands of communities throughout the 
U.S. RIF’s series of Parent Guide brochures is designed to help parents encourage reading in the 
home. For more information, write to RIF, P.O. Box 23444, Washington, DC 20026. 

Source: Adapted from P.A.R.E.N.T.S. Helping Your Children Become Readers, Lesson 13, by Jane Curtis and 
Carole Talan, California State Library Foundation. 



32 


Motivation to Read 



Reading Aloud 

Reading aloud is the single most important thing you can do to help your children succeed in 
school. 

1. Read aloud to children of all ages, even babies. 

2. Read books that are easy for you and that you like, so you have fun reading. 

3. Teach your child by showing how to sit and hold the book, how to take care of it, and how 
to enjoy it. 

4. Do not force your child to sit and read with you. Be patient and remember you want to help 
your child to feel good about books and reading. 

5. Remember these things: 

• Make the book personal. Ask questions such as these: In the book, what is the same as 
in your life? How are the people or animals in the book like you? 

• Use your imagination to talk about things that the pictures and the story make you think 
of. 

• Guess what happens next in the book. 

• Use the pictures to find out what is happening in the book. 

• By asking questions, help your child remember the order of what happens in the story. 

6. Know that it is good to read the same book over and over—if the child wants to. 

7. Use the book to talk about things in your life that are important to both you and your child. 

8. Help your child tell you what he or she thinks about the book. 

Source: Adapted from P.A.R.E.N.T.S. Reading Aloud, Lesson 12, by Jane Curtis and Carole Talan, California State 
Library Foundation, 1997. 



Motivation to Read 


33 



Advantages of a Library as a Partner in Family Literacy 


• That’s where the books are! 

• That’s where people who are crusaders for reading are! 

• The public library is a safe haven and is nonthreatening to parents and to children. 

• Librarians love books and reading, and they avidly promote the joy of reading to others 
(teachers often just teach the skills of reading and promote it as an informational tool). 

• Other wonderful materials are found at the library, and families who go there can access 
items such as videos, books on tape, large print books, and dictionaries. 

• The public library is the “life-long learning institution” that will never graduate or promote 
you; you can always use its services no matter how old you are, how educated, or how 
uneducated. 

• Children who discover the world of reading at the library will continue to access it for the 
rest of their lives. 

• Public libraries are free and in nearly every community! 

• Most public libraries provide entertaining, informative, and fun programs for children and 
even for the entire family. 

• Children and adults can correlate their books with each other by subject or genre, thus 
encouraging family discussions and experiences. 

• Public libraries are nondiscriminatory. They have something for everyone! 

Source: Adapted from Dr. Carole Talan, State Literacy Resource Center of California, February 1995. 



34 


Motivation to Read 



Competencies for Librarians Serving Children 
in Public Libraries 

[Under revision in early 1999 to strengthen competencies in information technology] 

Effective library service for children entails a broad range of expertise and professional skills. 
The librarian serving children is first of all fully knowledgeable in the theories, practices, and 
emerging trends of librarianship and has, as well, specialized knowledge of the particular needs 
of children as library users. 

In developing the following list of recommended competencies, definitions have been drawn 
from numerous sets of standards for children’s services and lists of competencies developed by 
state agencies and library associations. The intent of this document is to define the role of the 
librarian serving children in the public library. The competencies will apply in varying degrees 
according to the professional responsibilities of the librarian serving children. The assignment of 
responsibilities for planning, managing, and delivering library services to children will vary in 
relation to the size and staffing pattern of the public library. In many libraries there is only one 
professional children’s librarian, who serves as both manager and principal provider of services. 
In larger libraries, there may be a coordinator of children’s services who oversees the delivery of 
services. 

The philosophical basis for children’s services in public libraries is full access for children to 
library materials and services. Other philosophical underpinnings for these competencies are the 
American Library Association’s (ALA) Library Bill of Rights and the ALA-endorsed Freedom 
to View Statement adopted by the Educational Film Library Association (now the American 
Film and Video Association). Related ALA statements also include the Library Education and 
Personnel Utilization Policy and the policy that the master’s degree from a program accredited 
by the ALA is the appropriate professional degree for librarians. It is recommended that the pol¬ 
icy manuals of local libraries include copies of these statements in conjunction with relevant 
state standards or guidelines. 

The competencies that follow represent a systematic process. To plan and administer an effective 
program, one must first have knowledge of the community and client group. Planning and man¬ 
agement are then based on valid data. Communication is essential to articulate goals and objec¬ 
tives. Collection development provides the resources for services and programming. The future 
of children’s services depends on advocacy and professional development. 

Competencies are not static but evolve throughout one’s professional career. Librarians must be 
alert to the changes in society that may necessitate changes in library services and the acquisition 
of additional competencies. Thus, it is understood that professional growth and development is a 
lifelong process. 


Motivation to Read 


35 



I. Knowledge of Client Group 

1. Understands theories of infant, child, and adolescent learning and development 
and their implications for library service 

2. Recognizes the effects of societal developments on the needs of children 

3. Assesses the community regularly and systematically to identify community 
needs, tastes, and resources 

4. Identifies clients with special needs as a basis for designing and implementing 
services 

5. Recognizes the needs of an ethnically diverse community 

6. Understands and responds to the needs of parents, caregivers, and other adults 
who use the resources of the children’s department 

7. Maintains regular communication with other agencies, institutions, and 
organizations serving children in the community 

II. Administrative and Management Skills 

1. Participates in all aspects of the library’s planning process to represent and 
support children’s services 

2. Sets long- and short-range goals, objectives, and priorities 

3. Analyzes the costs of library services to children in order to develop, justify, 
administer, and evaluate a budget 

4. Writes job descriptions, and interviews, trains, and evaluates staff members who 
work with children, consulting with other library administrators as indicated in 
library personnel policy 

5. Demonstrates problem-solving, decision-making, and mediation techniques 

6. Delegates responsibility appropriately and supervises staff members 
constructively 

7. Documents and evaluates services 

8. Identifies outside sources of funding and writes effective grant applications 


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Motivation to Read 



Communication Skills 


1. Defines and communicates the needs of children so that administrators, other 
library staff members, and members of the larger community understand the basis 
for children’s services 

2. Demonstrates interpersonal skills in meeting with children, parents, staff mem¬ 
bers, and people from the community 

3. Adjusts to the varying demands of writing planning documents, procedures, 
guidelines, press releases, memoranda, reports, grant applications, annotations, 
and reviews 

4. Speaks effectively when addressing individuals as well as small and large groups 

5. Applies active listening skills 

6. Conducts productive formal and informal reference interviews 

7. Communicates constructively with “problem patrons” 

IV. Materials and Collection Development 

A. Knowledge of Materials 

1. Demonstrates a knowledge and appreciation of children’s literature, audiovisual 
materials, computer resources, pamphlet file materials, and other materials that 
constitute a balanced, relevant children’s collection 

2. Keeps abreast of new materials and those for retrospective purchase by consulting 
a wide variety of reviewing sources and publishers’ catalogs, including those of 
small presses; by attending professional meetings; and by reading, viewing, and 
listening 

3. Is aware of adult reference materials and other library resources that may serve 
the needs of children and their caregivers 

B. Ability to Select Appropriate Materials and Develop a Children’s 

Collection 

1. Establishes collection development, selection, and weeding policies for children’s 
materials consistent with the policies of the parent library and the ALA Library 
Bill of Rights, and applies these policies in acquiring materials for children’s 
collection 


Motivation to Read 


37 



2. Acquires materials that reflect the ethnic diversity of the community as well as the 
need of children to become familiar with other ethnic groups and cultures 

3. Understands and applies criteria for evaluating the content and artistic merit of 
children’s materials in all genres and formats 

4. Keeps abreast of current issues in children’s materials collections and formulates 
a professional philosophy with regard to these issues 

5. Cooperates with library technical services to ensure that desired materials are 
added to the collection as expeditiously as possible 

C. Ability to Provide Patrons with Appropriate Materials and Information 

1. Inspires children to become lifelong library users by introducing them to the 
wealth of library resources and enabling them to use libraries effectively 

2. Creates an environment in the children’s department that provides for enjoyable 
and convenient use of library resources 

3. Matches patrons with materials appropriate to their interests and abilities 

4. Provides help where needed and respects children’s rights to browse 

5. Instructs children in gathering information and in developing research skills as 
appropriate 

6. Understands and applies such search strategies to give children access to infor¬ 
mation from the widest possible range of sources—children’s and adult’s refer¬ 
ence works, indexes, catalogs, computerized databases, information and referral 
files, and interlibrary loan networks 

7. Maintains direct contact with community resource people so that children and 
adults working with children can be referred to appropriate sources of assistance 

8. Consults with library technical services to guarantee that the children’s collection 
is organized for the easiest possible access by its users 

9. Composes bibliographies, booktalks, displays, and other special tools to increase 
access to library resources and motivate their use 

V. Programming Skills 

1. Designs, promotes, executes, and evaluates programs for children of all ages 
according to their developmental needs and interests and the goals of the library 


38 


Motivation to Read 



2. Presents a variety of programs or brings in skilled resource people to present these 
programs, including storytelling, booktalking, book discussions, puppet programs, 
and other appropriate activities 

3. Provides outreach programs commensurate with community needs and with 
library goals and objectives 

4. Establishes programs and services for parents, individuals, and agencies providing 
child care, and other professionals in the community who work with children 

VI. Advocacy, Public Relations, and Networking Skills 

1. Promotes an awareness of and support for meeting children’s library and 
information needs 

2. Considers the opinions and requests of children in the development and 
evaluation of library services 

3. Ensures that children have full access to library materials and services as 
prescribed by the Library Bill of Rights 

4. Acts as liaison with other agencies in the community serving children 

5. Develops cooperative programs between the public library, schools, and other 
community agencies 

6. Extends library services to individuals and groups presently not served 

7. Uses effective public relations techniques and the media to publicize library 
activities 

8. Understands state, county, and local legal statutes applying to children 

9. Monitors legislation affecting libraries, understands the political process, and 
lobbies on behalf of children’s services 

VII. Professionalism and Professional Development 

1. Acknowledges the legacy of children’s librarianship and past contributions to the 
development of the field 

2. Keeps abreast of current trends and emerging technologies, issues, and research in 
librarianship, child development, and education 

3. Practices self-evaluation 


Motivation to Read 


39 



4. Conveys a nonjudgmental attitude toward patrons and their requests 

5. Demonstrates an understanding of and respect for diversity in cultural and ethnic 
values 

6. Adheres to the American Library Association’s Code of Ethics 

7. Preserves confidentiality in interchanges with patrons 

8. Works with library educators to meet field information needs of students, to 
welcome interns, and to promote professional association scholarships 

9. Participates in professional organizations to strengthen skills and contribute to the 
profession 

10. Understands that professional development and continuing education are activities 
to be pursued throughout one’s career 

Source: Adapted from Association for Library Service to Children, a division of the American Library Association. 





40 


Motivation to Read 












Getting Your Children Ready to Read 

Play with your children to help them get ready to read. 

1. Sing songs, say rhymes, and play hand and finger games to help children hear the same 
words over and over so they can learn them. 

2. Because a good memory helps children get ready to read, play these memory games with 
your children: 

• Sort the same or different colors, shapes, and sizes. Use things in your home: socks, 
T-shirts, bowls, or cups. 

• Make a pattern of things, words, sounds, and movements. Start with two or three things 
repeated over and over. 

• Copy the pattern by helping your child make the same pattern. Be sure to say the names 
of things that are in your pattern. 

• Put things in order by giving directions or telling a story. Ask your child to give or 
bring you two or three things and then to tell you what was first and what came next. 

3. Play three different kinds of games: 

• Doing. Draw a shape on the child’s body or on paper. 

• Listening. Say back in full sentences what your child has said. 

• Seeing. Name things. Find colors, shapes, and “hidden 5 

4. Make your own books. 

• Draw a picture. Then write a story. 

• Write a word the child wants. Then draw the picture. 

• Cut and paste a book of all the same things (circles, cai 

5. Make a family photo album. Write who is in each picture and what that person is doing. 

6. Have fun! 

Source: Adapted from P.A.R.E.N.T.S. Getting Your Children Ready to Read, Lesson 7, by Jane Curtis and Carole 
Talan, California Library Foundation, 1997. 



Motivation to Read 


41 






How to Play Shoe Box 


1. Put 10 household objects in a shoe box. 

2. Show the objects in the shoe box to your child or children for 15-30 seconds. 

3. Now put the lid on the shoe box. 

4. Ask your child or children to name all 10 objects without seeing them. 

5. Repeat the game and ask, “What’s different?” For example, remove one or two objects, 
move objects around, or make patterns with the objects. 

6. Change roles and ask your child to move around or to remove some objects in the shoe 
box. Then you guess what’s different. 

Source: Adapted from P.A.R.E.N.T.S. How to Play Shoe Box, Lesson 7, by Jane Curtis and Carole Talan, California 
State Library Foundation, 1997. 


How to Play Telephone 

1. Make up a sentence using words that start with the same sound, for example, “Silly Sally 
saw seven seals” or “Crabby Cathy can creep.” 

2. Whisper the sentence in your child’s ear. 

3. If you are playing with only one child, ask him or her to repeat the sentence to you. 

4. If you are playing with two or more children, ask the first child to whisper what he or she 
hears to the next child, and so on around the circle. When the last child has heard the sen¬ 
tence, ask that child to say the sentence out loud. See how much it has changed from the 
first sentence. 

5. Repeat the game. Use words that rhyme or tell a joke or ask a riddle. Be creative. Allow 
each child to make up a sentence. See if what has been said comes back the way it was first 
said. 

Source: Adapted from P.A.R.E.N.T.S. How to Play Telephone, Lesson 7, by Jane Curtis and Carole Talan, 
California State Library Foundation, 1997. 


42 


Motivation to Read 



Chapter 2 

Materials Selection and Acquisition 

Criteria for Choosing 

There are many places to find out which materials are the best among the 
flood in the marketplace. As the person deciding on reading material for children, 
you can consult reviews for new books and use standard reference books for older 
titles. Parents can be a wonderful source for books from their culture—books that 
may not have come through the mainstream of reviewing sources. Teachers will 
know the types or kinds of materials that are needed to fill out an existing class¬ 
room collection. In the end, you will be the best judge of any particular book, be¬ 
cause you will keep in mind the children who use the collection, the materials 
already in the collection, and the curriculum needs in your classroom. 

The ability to make judgments of books is a developed skill. The more expo¬ 
sure you have to books and materials, the more accurate your judgment will be¬ 
come. Generally, you should look at the composition of the various books. For 
example, Zena Sutherland (1997) gives some traditional literary elements to 
consider: 

• Setting. Where and when did the story take place? 

• Point of view. Who tells the story? 

• Characters. Who are the characters? How are they revealed? Did they grow 
and change? 

• Plot. What happens in the story? Does it flow? Does it have a logical 
sequence? 

• Theme. What is the main idea of the story? 

• Style. How is the story written? How are the ideas expressed? Is it told in the 
first person? Is a narrator telling the story? 

Adapted from Zena Sutherland, Children and Books, 9th ed., New York: Longman, 1997. 



43 



Types of Materials 

Over the past 5 years, the number of books published each year for children 
has practically doubled. This increase does not mean, however, that all new books 
for children represent titles of high quality. In some ways, such growth makes the 
task of finding good books for children more difficult because there are many 
more from which to choose. 

Likewise, there has been a tremendous increase in the number of computer 
software programs for children. In addition, publishers today emphasize the of¬ 
ferings of books and materials for use by very young children because of the new 
research about brain development in infants. 

In fact, the variety of materials for children, both in print and in other formats, 
is vast. There are cloth books, board books, and pop-up books for the youngest 
children. Picture books, wordless books, easy-to-read books, and factual books 
are published for toddlers and preschoolers. Other materials include magazines, 
videos, films, records, software, Web sites, book and cassette sets, puzzles, 
games, puppets, and toys. All of these materials are designed to be used by chil¬ 
dren and their families for getting ready to read, as well as for reading. 

Beyond the sheer number of materials being published, the breadth of subject 
matter has also markedly increased. Beginning in the 1960s, fiction for children 
portrayed realistic situations—the sad along with the happy. For the first time, 
books for children reflected life as we know it. In so doing, authors covered a 
broad spectrum of themes, hitherto unknown in books for children. Those themes 
included divorce; substance abuse; child abuse; death of a parent, grandparent, 
friend, or pet; illness; alternative lifestyles; the various families from different 
cultures and their adjustments to life in the United States; and respect for the dif¬ 
fusion of cultural influences on everyday life at home, at play, at school, in the 
heart of the suburbs, in big cities, and down the country road. 

Many of these subjects were considered taboo before the 1960s, but the ad¬ 
vent of “realistic” fiction was a great boon for many children, who could read 
about someone else going through a difficult time and could learn how that person 
handled the problem. Some children were actually relieved to realize that they 
were not alone, that others had gone through similar situations and that, generally, 
they survived—often better off and definitely more mature. 

While some parents, teachers, and librarians were skittish about such books, 
they had their eyes opened to the real need that children had for the books. Those 
adults soon had to acknowledge that life was not always easy for children either: 
childhood is not always a time for joy. 


44 


Materials Selection and Acquisition 



Selection 

What, then, should we look for when we select books and materials for chil¬ 
dren? How can we choose from the vast array that is available? 

Foremost as we select materials is that books should produce joy and wonder 
in the child, should satisfy curiosity, should bring a sense of comfort and recogni¬ 
tion, should expand thinking, should respect the child reader, and should be 
within the scope of the child’s ability to understand. We need to remember that 
these early, joyful experiences with books will be the foundation for lifelong 
learning and for understanding the importance of the printed word. Readers have 
the ability to succeed in school and beyond. Readers can be leaders. Readers are 
never without friends. Readers are never alone because reading and sharing of 
books and ideas becomes a socializing experience, sparks discussion, and stimu¬ 
lates new ways of thinking. 

From small thoughts to big ideas. From ordinary life to extraordinary 
adventures. From around the block to around the world. From what 
is to what could be. Books are the best bridges I have crossed. 

Books change lives. I know because Fm a reader 

and a writer of books. 

—Nancy White Carlstrom 

As we select books, we must respect children, which includes a strong recog¬ 
nition of the various backgrounds and cultures from which they come and the va¬ 
riety of experiences they will face as they grow older. Therefore, all materials 
available to children should reflect the wide diversity of interests among our chil¬ 
dren, as well as their multicultural, multiethnic, and multilingual backgrounds. 

Knowledge of the Individual Child 

Selection of books and materials also requires knowledge of the individual 
child. Knowing the developmental stages of children, the differences in learning 
styles among children, and the needs of children at any particular time in their 
lives will come into play as we choose materials. 

We are thinking not only of physical development, but also of the develop¬ 
mental stages of maturation. By getting to know the individual child, we have a 
much better chance of recommending the right book for the child at the right time. 
As has been said many times, no force—no matter how strong—can make a child 
read a book. 


Materials Selection and Acquisition 


45 



A book may be judged a juvenile classic by experts in children’s 
literature, but if it is beyond children’s understanding or too 
subtle or sophisticated for their level of appreciation, they 
can turn it down with a stoney (sic) indifference which 
leaves adults baffled and grieved. They need not 
mourn. Two years later a child may accept 
that book with enthusiasm. 

—Zena Sutherland 

Source: Zena Sutherland, Children and Books, 7th ed., Glenview, Ill.: Scott Foresman, 1986. 


Who Selects the Books 

Many Head Start classrooms already have books that were carefully selected 
by teachers or books that were donated by parents and others. However, you 
should consider adding another person to the book selection team, which already 
includes the teacher, aide, and parent or caregiver. 

Virtually every community has a librarian, and librarians have the experience 
and knowledge that should be added to your materials selection team. 

A librarian’s expertise is knowing about both materials and selection tech¬ 
niques. Librarians are skilled at developing lists of materials to support the cur¬ 
riculum or a theme being presented. In addition, the librarian is interested in 
making children aware that reading is a pleasurable experience (i.e., children 
should read for joy as well as for information needed for a classroom assignment). 
Librarians are in a unique position in the community because they work with and 
serve the entire community; they serve people from every level of the socio¬ 
economic sphere and from all different cultures. 

Each member of the team brings special knowledge. A parent, the child’s first 
teacher and the strongest influence in his or her attitude toward education, brings 
the richness of family and cultural background, plus the deepest knowledge of an 
individual child. Especially when a child is very young, the parent knows what is 
best suited and within the grasp of that child. 

Teachers and teacher aides know themes that are age-appropriate and related 
to the curriculum. In planning the day’s lesson, a teacher knows which themes 
and concepts to teach. 


46 


Materials Selection and Acquisition 



There are many forces in our life today which tend to separate 
the child and the book. Yet does not this make it only more 
desirable and more necessary that the best efforts 
be made to bring them together? 

—Lillian Smith, 1991 

A variety of sources provide good lists of books and materials. Many of those 
lists are available through your local children’s librarian. It may be possible in 
your community to borrow a bag of books for your classroom. If not, you can 
certainly borrow books using your own library card. Encourage individual chil¬ 
dren and the rest of their family members to get and use a library card. 

Books 

Begin at the Beginning 

It is never too soon to read to a child. Babies need books. In fact, one of the 
most innovative programs, “Begin at the Beginning with Books,” was developed 
at the Los Angeles County Library System. Librarians conducted classes at clinics 
for expectant mothers and explained the importance of their reading to their in¬ 
fants. The librarians also covered materials important to new mothers. The pam¬ 
phlet for mothers has been written in English and Spanish, and it stresses the point 
that babies are bom ready to leam and that parents can nurture both their child’s 
mind and body. Libraries provide a wealth of books, computers, and other re¬ 
sources that no parent could possibly afford. 

From the very beginning, we can find books to share. Parents and teachers are 
concerned with how to use books, especially with the youngest children. Talking, 
singing lullabies, and chanting nursery rhymes are considered “reading” to chil¬ 
dren. The reader should not worry about the words; it is the sound of the voice— 
the warmth conveyed in sharing a book or story—that is important. 

Books can play a significant role in the life of the young child, but 
the extent to which they do depends entirely upon adults .... 
Adults must sing the songs, say the rhymes, tell the tales, 
and read the stories to children to make literature 
and all its benefits central to children’s lives. 

—Bernice E. Cullinan 

Source: Bernice E. Cullinan, Literature and Young Children , Bernice E. Cullinan and Carolyn W. 
Carmichael, eds., NCTE, 1977. 



Materials Selection and Acquisition 


47 



Chanting nursery rhymes, singing songs, and reading stories can comfort and 
entertain even the youngest child. Some good books to share with the youngest 
children include these: 

• Yolen, Jane. Lap-Time Song and Play Book. Harcourt, 1986. 

• Brown, Margaret Wise. Goodnight Moon. Harper, 1947. 

• Carle, Eric. The Very Hungry Caterpillar. Putnam, 1981. 

• Watanabe, Shigeo. How Do I Put It On? Putnam, 1984. 

Here are a few nursery rhyme books and lullabies: 

• de Angeli, Marguerite. Marguerite de Angeli’s Book of Nursery and Mother 
Goose Rhymes. Doubleday, 1954. 

• Greenaway, Kate. Kate Greenaway’s Mother Goose. Dial, 1987. 

• Lullabies for Little Dreamers. Performed by Kevin Roth, 1985. Recording. 

• Sutherland, Zena, ed. Orchard Book of Nursery Rhymes, ed. Orchard/Watts, 
1990. 

• Wright, Blanche Fisher. The Real Mother Goose. Special anniversary edition. 
Rand McNally, 1916. 

• Yolen, Jane, ed. The Lullaby Songbook. Harcourt, 1986. 

Toddlers 

As babies become toddlers, they begin to enjoy fingerplay stories and rhymes. 
They are also aware of themselves and are beginning to separate the self from the 
outside world. Such favorites as “Pat-a-Cake” and “This Little Pig Went to 
Market” can be found in these books: 

• Montgomery, Norah. This Little Pig Went to Market: Play Rhymes for Infants 
and Young Children. The Bodley Head, 1983. This book includes easy direc¬ 
tions for adapting action to rhymes. 

• Grayson, Marion. Let’s Do Fingerplays. Robert Lace, 1962. 

• Ring a Ring of Roses: Stories, Games, and Fingerplays for Preschool 
Children. Flint, Mich.: Flint Public Library, 1981. 


48 


Materials Selection and Acquisition 



• Opie, Iona, and Peter Opie. The Oxford Nursery Rhyme Book. Macmillan 
Children’s Books, 1989. This book is a classic collection. 

Among the song books are these: 

• Glazer, Tom. Eye Winker, Tom Tinker, Chin Chopper: Fifty Musical 
Fingerplays. Doubleday, 1973. 

• Hart, Jane, and Anita Lobel. Singing Bee! A Collection of Favorite Children’s 
Songs. Lothrop, Lee & Shepard Books, 1982. 

• Winn, Marie, ed. The Fireside Book of Fun and Game Songs. Simon and 
Schuster, 1966. 

Of course, these books should not preclude teacher’s and parent’s choices that 
come from the adult’s multicultural background or that of the child. Children will 
love the music that transcends and bridges any existing cultural differences that 
exist. 

Cloth Books 

Cloth books are generally made from soft materials so that babies cannot hurt 
themselves. They are flimsy but cannot easily tear with use. Cloth books can be 
bought, but many are made by parents and caregivers. 

Board Books 

Board books are generally sturdy paperboard books that are laminated. These 
can be baby’s first books since they retain their book shape, have thick pages suit¬ 
able for baby’s chubby fingers, and do not tear like a single sheet of paper. Paper- 
board books have changed in the past 10 years. They cover a wide variety of 
concepts, themes, and stories. They generally have colorful, simple drawings; 
however, some contain long storylines and are complex. Although some contain 
stories, other board books contain a single picture and one word per page. There¬ 
fore, a child can open the book to any page and enjoy it. A book becomes a fa¬ 
miliar object and part of the very young child’s life through holding board books. 

A few samples of board books include these: 

• Ormerod, Jan. Reading. Lothrop, Lee & Shepard Books, 1985. 

• Oxenbury, Helen. Clap Hands. Macmillan, 1987. 

• Wells, Rosemary. Max’s Bath. Dial, 1985. 


Materials Selection and Acquisition 


49 



Pop-Up Books 

Pop-up books have been around for a very long time and many children love 
the pop-up books. The element of surprise and discovery makes books fun. An 
example of this format is in the following: 

• Hill, Eric. Where’s Spot? Putnam, 1987. 

Folktales 

Reflecting the multicultural and diverse nature among our children, folktales 
are wonderful stories to tell and read. Children should grow up hearing stories 
about their own heritage, but it is up to us to share stories from other cultures. We 
must begin early to develop an understanding and appreciation of many types of 
experiences. Peace comes from understanding and sharing stories; the earlier we 
begin the process, the better. Folktales show that many cultures share common 
experiences, and yet there are different explanations for such common experi¬ 
ences. We must ensure that our stories and books reflect the pluralistic nature of 
our country. Here are a few folktales that show this diversity: 

• McDermott, Gerald. Anansi the Spider: A Tale from the Ashanti. Holt, 1972. 

• Zemach, Margot. It Could Always Be Worse: A Yiddish Folktale. Farrar, 1976. 

• dePaola, Tomie. The Legend of Bluebonnet. Putnam, 1983. 

• Kouzel, Daisy. The Cuckoo’s Reward (El Premio del Cuco). Doubleday, 

1977. 

• Young, Ed. Lon Po Po: A Red Riding Hood Story from China. Philomel 
Books, 1990. 

• Mosel, Arlene. Tikki Tikki Tembo. Holt, 1965. 

• Grifalconi, Ann. The Village of Round and Square Houses. Little, Brown, 
1986. 

• Aardema, Verna. Why Mosquitoes Buzz in People’s Ears: A West African 
Tale. Dial, 1975. 

Concept and Identification Books 

As young children mature, they need concept books and identification books. 
While those books generally lack a storyline, most children love to pick up a 
book, point to an illustration, and “read” as they name the color, the animal, the 


50 


Materials Selection and Acquisition 



piece of clothing, and so forth. These books help children identify objects and 
things in their everyday world. Early concept books include alphabet and counting 
books. Good books with simple letters or numbers and with uncluttered illustra¬ 
tions of the concept are essential. Children look for clarity, not confusion. For ex¬ 
ample, number books should clearly show what is to be counted. Such books help 
children to build a vocabulary by realizing that a word or number is identified 
with a picture—definitely a precursor to reading. 

Some fine examples include these: 

• Ahlberg, Janet, and Allan Ahlberg. Baby’s Catalog. Little, Brown, 1982. 

• Bang, Molly. Ten, Nine, Eight. Greenwillow, 1983. 

• Bruna, Dick. I Can Count. Price Stem Sloan, 1984. 

• Clifton, Lucille. Some of the Days of Everett Anderson. Holt, 1970. 

• Hoban, Tana. 26 Letters and 99 Cents. Greenwillow, 1987. 

• Isadora, Rachel. I See. Greenwillow, 1983. 

• MacDonald, Suse. Alphabatics. 1st Aladdin Books ed. Aladdin Books, 1992. 

• Serfozo, Mary. Who Said Red? Atheneum, 1988. 

• Tafuri, Nancy. Who’s Counting? Greenwillow, 1986. 

Picture Books 

Picture books are generally storybooks that are illustrated. There is no attempt 
to control vocabulary, such as in an easy reader. In fact, picture books are to be 
read to the child either in a one-on-one sharing or in a group, or as a child gets 
older, he may read the book on his own. Some picture books can be shared in a 
group at a library storyhour or at a storytime in the Head Start classroom or in the 
Head Start Home Learning Center. Some picture books have a brief story line and 
others have longer stories. Some illustrations are simple line drawings and others 
resemble fine art paintings. It follows, that the older the child, the longer time he 
or she can spend listening to a story. 


Materials Selection and Acquisition 


51 



Selecting Books for the Very Young Child 

According to Dorothy Butler (1980), books for infants, toddlers, and 3-year- 

olds should do the following: 

1. Contain appropriate themes or subject matter. Content should cover issues 
facing the youngest child, such as building a sense of trust and expressing 
autonomy. 

2. Use language effectively and imaginatively. The words in picture books 
should be precise, eloquent, creative, and evocative. 

3. Include straightforward plots. Not all books for the very young are story¬ 
books, but each story written for the very young should be direct and 
should avoid tangents. 

4. Build to a satisfying conclusion. A quality picture storybook comes to a 
swift resolution and ends on a positive note. The fact that the story has 
ended should be apparent, even to a child who is just learning how a book 
“works.” 

Source: Dorothy Butler, Babies Need Books. 

Picture books for younger children include these: 

• Brown, Margaret Wise. Goodnight Moon. Harper, 1947. 

• de Brunhoff, Jean. The Story of Babar, the Little Elephant. Random, 1933. 

• Flack, Maijorie, and Kurt Wiese. The Story about Ping. Viking, 1942. 

• McClosky, Robert. Make Way for Ducklings. Viking, 1942. 

• Potter, Beatrix. Tale of Peter Rabbit. F. Wame, 1987. 

• Sendak, Maurice. Where the Wild Things Are. Harper, 1963. 

• Slobodkin, Esphyr. Caps for Sale. Harper, 1947. 

• Yashima, Taro. Umbrella. Viking, 1958. 


52 


Materials Selection and Acquisition 



Selecting a Picture Book 

Barbara Elleman (1986) has devised a four-step system to select a picture 
book: 

Step 1. Quickly look over the book to get a feel for the tone and approach. 
Step 2. Read just the text, mentally block out the art. 

Step 3. Read the story carefully while focusing on the harmony of words and 
pictures, backtracking and pausing whenever you feel like it. 

Step 4. Carefully look at other details such as book design, paper type, 
endpapers, dedication, etc. 

Source: Adapted from Barbara Elleman, 1986. 

Picture books for preschoolers include these: 

• Floumey, Valerie. The Patchwork Quilt. Dial, 1985. 

• Williams, Vera. A Chair for My Mother. Greenwillow, 1982. 

• McKissack, Patricia. Nettie Jo’s Friend. Knopf, 1989. 

• Ringgold, Faith. Tar Beach. Crown, 1991. 

• Friedman, Ina. How My Parents Learned to Eat. Houghton, 1984. 

• dePaola, Tomie. Strega Nona. Prentice-Hall, 1975. 

• Keats, Ezra Jack. Snowy Day. Viking, 1963. 

• Wiesner, David. Tuesday. Clarion, 1991. 

Poetry 

Children love to hear rhyming words, and they will finish a line of poetry after 
hearing the rhymes a couple of times. Stories in rhyme and poetry can be fun for 
reader and listener. A very select group of poetry books includes these: 

• Adoff, Arnold. Black Is Brown Is Tan. Harper, 1973. 

• De Regniers, Beatrice Schenk, et al., eds. Sing a Song of Popcorn. Scholastic, 
1988. 


Materials Selection and Acquisition 


53 



• Pomerantz, Charlotte. The Tamarindo Puppy and Other Poems. Greenwillow, 
1990. 

• Silverstein, Shel. Where the Sidewalk Ends. Harper, 1974. 

Books for Children with Special Needs or to Help Children Cope 

For books that deal with specialized themes such as divorce, death, nature, 
science, and so forth, a variety of indexes can help guide you. Most of these books 
can be found in your local library, and the children’s librarian can help you locate 
them. 

Here are some of these books: 

• The Book Finder. 

• Books to Help Children Cope. 

• The Children’s Catalog. 

• The Complete Listing of the Caldecott Books and Notable Children’s Books. 
Contents are selected annually by the members of the Association for Library 
Service to Children of the American Library Association. 

• Notes for a Different Drummer. 

• A Subject Guide to Children’s Books. 

• Children’s Books in Print. Annual list of books in print. The back of this book 
lists publishers, along with addresses. 


Evaluation Questions for Selecting Picture Books in Early 
Childhood Education 

According to Charlotte Huck (1979), the following questions are important 
when choosing picture books to use as part of early childhood education. 

General Evaluation Questions 

1. Does the book compare favorably with other picture books of its type? 

2. Has the picture book received the endorsements of professionals? 

3. Are the literary elements of plot, theme, character, style, and setting used 
effectively? 


54 


Materials Selection and Acquisition 



4. Do the pictures complement the story? 

5. Is the story free from ethnic, racial, or sex-role stereotypes? 

6. Is the picture book developmentally appropriate for the child? 

7. Do preschoolers respond enthusiastically to the book? 

8. Is the topic (and the book’s treatment of it) suitable for the young child? 

9. Does the picture book appeal to the parent or teacher? 


Additional Evaluation Questions for Illustrations 

1. Are the illustrations and text synchronized? 

2. Does the mood conveyed by the artwork (humorous or serious, rollicking 
or quiet) complement that of the story? 

3. Are the illustrative details consistent with the text? 

4. Could a child get a sense of the basic concepts or the story sequence by 
looking at the pictures? 

5. Are the illustrations or photographs aesthetically pleasing? 

6. Is the printing (clarity, form, line, color) of good quality? 

7. Can children view and re-view the illustrations, each time getting more 
from them? 

8. Are the illustrative style and complexity suited to the age level of the 
intended audience? 

Materials Beyond Books 

In addition to books, other materials that are part of a child’s everyday life can 
stimulate the love of words and can contribute to a child’s getting ready to read. 
Among these materials are sound recordings and cassettes, book and cassette sets, 
puzzles, games and toys, videos and film, puppets and story dolls, and computer 
software. 

You might place these materials near the reading area or alcove or elsewhere. 
Some classrooms have a quiet area for books where children might share a story 
or look at the pictures on their own. To separate quiet from sound, you should 
place the record and cassette players in another area where children can sing and 



Materials Selection and Acquisition 


55 



dance to the music. In any event, you should create a print-rich environment, 
clearly labeling areas so children will understand that words have meanings. 

As we know, children learn in different ways: some learn visually through 
print and pictures while others learn auditorially through song, speech, and lis¬ 
tening. We must remember to respect these learning preferences and to use each 
of the materials in whatever format to enhance the emergent literacy of individual 
children. Surrounding children with sounds and visuals creates the proper atmos¬ 
phere for learning to read. Remember how important it is to read to children— 
even after they have learned to read on their own. 

In fact, reading aloud to children from literature that is meaningful to 
them has come to be widely acknowledged among experts to be the 
most effective, as well as the simplest and least expensive, way to 
foster in children a lifelong love of books and reading. Seeing 
adults reading with enjoyment increases the chances that 
children will become lifelong readers. 

—Margaret Mary Kimmel and Elizabeth Segel, 1988 

Especially important in building an audiovisual collection is recognizing that 
these materials, too, must reflect the music and stories of diverse cultures. Parents 
are excellent sources for helping to select authentic materials. 

Each year, members of the Association for Library Service to Children from 
across the country select notable audiovisual materials from the many that were 
produced in the previous year. These lists are generally available in the early 
spring and include the names of distributors of award-winning materials. Com¬ 
mittee members have a broad range of experience along with the geographic and 
ethnic representation necessary to select outstanding materials. One way to use 
these annual lists is to see what new recordings, videos, film, and computer soft¬ 
ware are available and how they can enhance your collections. 

Viewing and listening are rewarding activities in themselves, but they can 
have an added advantage of leading children to read for pleasure or for learning 
something new. The purpose of these notable lists and awards is to encourage 
producers and publishers to strive for excellence in materials for children. 

Only the rarest and best kind of anything 
can be good enough for the young. 

—Walter de la Mare 


56 


Materials Selection and Acquisition 



Through exposure to the best there is, children expand their vision and 
broaden their experiences. They find answers to problems, satisfy their curiosity, 
learn to appreciate the richness of life, and learn to reach for goals. 

Videos for Young Children 

• Frog and Toad Are Friends. Churchill Films, 17 min. 

• In the Night Kitchen. Weston Woods, 6 min. 

• The Snowman. Sony Video, 26 min. 

• Where the Wild Things Are. Weston Woods, 8 min. 

One of the best sources for high-quality video is your public library, where the 
collection has been carefully selected by professional librarians who have experi¬ 
ence with many children from all cultures and socioeconomic levels. In addition, 
if you wish to purchase videos for Head Start classrooms, librarians can help you 
find the distributors. For example, Children’s Media Market Place , 3d ed. (New 
York: Neal-Schuman Publishers, Inc., 1988) is a book that contains publishers of 
books, software producers and distributors, audiovisual producers and distribu¬ 
tors, and magazines. 

Records, Cassettes, and Book and Cassette Read-Along Kits 

• Curious George and Other Tales about Curious George. Read by Julie Harris. 
Harper Audio Label, 1994. 

• Golden Slumbers: Lullabies from Near and Far. Record or audiocassette from 
Harper Audio, 1972. 

• Madeline. Book and cassette set from Live Oak Media, 1980. 

• Ming Lo Moves the Mountain. Read-along kit available from Scholastic, 1993. 

• The Nutshell Library. Read by Tammy Grimes. Record or audiocassette from 
Harper Audio, 1992. 

• Star Dreamer Nightsongs and Lullabies. Priscilla Herdman. Cassette from 
Alcazar Productions, 1988. 


Materials Selection and Acquisition 


57 



Magazines 

Magazines are colorful, contain timely information, are generally fast-paced, 
and are fun for children to peruse. It is especially wonderful if a child receives a 
subscription to a magazine from a caring adult. Children love getting mail when 
the magazine is sent directly to each child. 

Use these addresses to order magazines: 

• Ladybug Magazine (Baby Bug?) (Ages 2-4) 
c/o Cricket Magazine 

P.O. Box 100 
La Salle, IL 61301 

• Highlights for Children (Preschool) 

P.O. Box 267 

2300 W. Fifth Avenue 
Columbus, OH 43216 

• Cobblestone: The History Magazine for Young People (Ages 4-8) 
Cobblestone Publishing, Inc. 

20 Grove Street 
Peterborough, NH 03458 

• The Electric Company Magazine (Ages 1-5) 

Children’s Television Workshop 

One Lincoln Plaza 
New York, NY 10023 

• Faces: The Magazine About People (Ages 3-9) 

Cobblestone Publishing 

20 Grove Street 
Peterborough, NH 03458 

(This anthropological magazine is published in cooperation with American 
Museum of Natural History.) 

• Odyssey (Ages 3-9) 

Kalmbach Publishing Co. 

1027 N. Seventh Street 
Milwaukee, WI 53233 


58 


Materials Selection and Acquisition 



• Penny Power (Ages 4-8) 

Consumers Union/Consumer Reports 

256 Washington Street 

Mount Vernon, NY 10660 

Toys, Games, and Realia 

Play is a child’s work. Toys and games that stimulate the mind and help de¬ 
velop cognitive skills are very important to develop reading ability. For example, 
large-piece puzzles can help children develop hand and eye coordination, and 
educational games can reinforce concepts such as numbers and colors. Puzzles 
that have large pieces with handles can be used by very young children. Maps and 
globes give the child a sense of place in the neighborhood and in the world at 
large. 

Dramatic play allows children to act out a story. Children learn to verbalize 
and to sequence events. All of these skills are necessary when learning to read. 
Educational games and toys are used most successfully with children when an 
adult is involved. 

Role playing, story theater, oral interpretation, and creative dramatics are ad¬ 
ditional ways to help a child get ready to read. 

Wordless picture books are also important for sequencing events, for making 
up a story, and for fostering individual study. Puppetry is a well-known and well- 
used vehicle for storytelling. 

Even very young children can get connected to the Information Superhighway 
and can check out World Wide Web sites that have been designed especially for 
them. There is so much available on the Internet that you will want a guide to 
good sites for children and their families. Web sites change so quickly that you 
are better off checking the potential sites when you are ready to visit them. You 
can find recommended sites at <http://www.ssdesign.com/parentspage 
/greatsites/50.html>. These sites are recommended by librarians from across the 
country, and the lists are kept up to date. Because this is such a new field for chil¬ 
dren’s use, you will want to consult books such as The Parents' Guide to the 
Information Superhighway by the Children’s Partnership, because it contains 
commonsense rules and tools for going online. 

Children who aren ’t logged on and literate 
will be lost in the next century. 

—Mary R. Somerville 



Materials Selection and Acquisition 


59 



Sources and Resources 

Your local public library offers materials, services, and programs for children, 
for parents and caregivers, for teachers, and for other adults who work with or 
care about children and children’s literature. Get a library card for you and your 
special child. Museums, especially children’s museums, offer services and exhib¬ 
its as well as programs for children, their parents, and caregivers. Be sure to con¬ 
tact your local museum for hours, fees, and programs. 

Libraries connect children to a world far bigger than their own. 

—-Virginia Mathews 

Librarians can help you locate information necessary for ordering books and 
other materials. Frequently, you can obtain supplementary material to expand on a 
particular topic or theme. You can purchase books from a bookstore. If you are 
fortunate to have a children’s bookstore (or a bookstore with good children’s 
books) in your area, you can discuss the possibility of receiving a teacher’s dis¬ 
count. You can also purchase books directly from some publishers. You can even 
purchase them through a jobber. Librarians are a good source for a list of publish¬ 
ers’ and jobbers’ addresses and phone numbers. You may even be able to pool 
your order with the librarians so you can receive a discount. 

Use these addresses as sources of information about books and materials: 

• The Children’s Book Council 
568 Broadway, Suite 404 
New York, NY 10012-3225 

• Council on Interracial Books for Children 
1841 Broadway 

New York, NY 10023 

• School Library Journal 
249 W. 17th Street 
New York, NY 10011 

• Book Links 

American Library Association 
50 E. Huron Street 
Chicago, IL 60611 


60 


Materials Selection and Acquisition 



• Horn Book 

Park Square Building 
31st Street and James Avenue 
Boston, MA 02116 

• Parent’s Choice 
P.O. Box 185 
Waban, MA 02168 

• Association for Library Service to Children 
American Library Association 

50 E. Huron Street 
Chicago, IL 60611 

• Association for Children and Adults with Learning Disabilities 
4156 Library Road 

Pittsburgh, PA 15234 

• National Black Child Development Institute 
1023 15th Street, NW, Suite 600 
Washington, DC 20005 

• Toy Manufacturers of America, Inc. 

200 Fifth Avenue 

New York, NY 10010 

• Southern Association on Children Under Six (SACUS) 

P.O. Box 5403 Grady Station 

Little Rock, AR 72215-5403 

• National Association for the Education of Young Children 
1834 Connecticut Avenue, NW 

Washington, DC 20009 

Use these addresses as sources for sound recordings and cassettes: 

• Audiocassettes and Records 
Caedman Records 

1995 Broadway 
New York, NY 10023 

• Educational Activities, Inc. 

P.O. Box 87, Dept. PC 
Baldwin, NY 11510 


Materials Selection and Acquisition 


61 



• Folkways 
632 Broadway 

New York, NY 10012 

• Listening Library, Inc. 

One Park Avenue 

Old Greenwich, CT 06870 

• Spoken Arts 

310 North Avenue 
New Rochelle, NY 10802 

Use these addresses as sources for computer software: 

• Broderbund Software 
17 Paul Drive 

San Rafael, CA 94093 

• The Learning Company 
6493 Kaiser Drive 
Fremont, CA 94555 

Use these addresses as sources for films and videos: 

• Churchill Films 

12210 Nebraska Avenue 
Los Angeles, CA 90025 

• Coronet/MTI Film & Video 
108 Wilmot Road 
Deerfield, IL 60015 

• Pyramid Films & Video 
P.O. Box 1048 

Santa Monica, CA 90406 

Use these addresses as sources for puppets: 

• Constructive Playthings 
1227 E. 199th Street 
Grandview, MO 64030-1117 

• Nancy Renfro Studios 
3312 Pecan Springs Road 
Austin, TX 78723 


62 


Materials Selection and Acquisition 



Use these addresses as sources for puzzles: 

• ABC School Supply, Inc. 

Early Learning Materials 
3312 N. Berkeley Lake Road 
P.O. Box 10019 

Duluth, GA 30136 

• Constructive Playthings 
1227 East 199th Street 
Grandview, MO 64030-1117 

Professional Selection Tools 

• Cianciolo, Patricia J. Picture Books for Children. Chicago: ALA, 1990. 

• Choosing the Best in Children’s Video. American Library Association, 35 
min. video. This source is available at libraries, at video stores, and through 
the American Library Association. 

• Choosing the Best in Children’s Video: 50 Recommendations from the 
American Library Association. Pamphlet listing outstanding video for youth 
for a basic video collection. The video listing is annotated. 

• Notable Web Sites for Children, American Library Association, 50 E. Huron, 
Chicago, IL 60611; or use <http://www.ala.org>. 

• Winkel, Lois, and Sue Kimmel. Mother Goose Comes First: An Annotated 
Guide to the Best Books and Recordings for Your Preschool Child. New 
York: H. Holt, 1990. 

• Choosing a Child’s Book. The Children’s Book Council, 1989. 

• Sheehan, Kathryn, and Mary Waidner. Earth Child: Games, Stories, 
Activities, Experiments, and Ideas About Living Lightly on Planet Earth. 
Tulsa: Council Oak Books, 1991. 

• Richardson, Selma. Magazines for Children. Chicago: ALA, 1992. 

• Carroll, Frances Laveme, and Mary Meacham. Exciting, Funny, Scary, Short, 
Different, and Sad Books Kids Like about Animals, Science, Sports, Families, 
Songs, and Other Things. Chicago: ALA, 1984. 

• Notable Children’s Films and Videos, Filmstrips, and Recordings, 1973- 
1986. Chicago: ALA, 1987. 


Materials Selection and Acquisition 


63 



• Smith, Lillian. The Unreluctant Years: A Critical Approach to Children’s 
Literature. New introduction by Kay Vandergrift. Chicago: ALA, 1991. 

• Kimmel, Margaret Mary, and Elizabeth Segel. For Reading Out Loud!: A 
Guide to Sharing Books with Children! New York: Delacorte Press, 1988. 

• Jalongo, Mary Renck. Young Children and Picture Books: Literature from 
Infancy to Six. Washington, D.C.: National Association for the Education of 
Young Children, 1988. 

Professional Reading 

• Bernstein, Joanne E. Books to Help Children Cope with Separation and Loss. 
2d ed. New York: Bowker, 1983. 

• Butler, Dorothy. Cushla and Her Books. Boston: The Horn Book, 1980. 

Sources 

• Council on Interracial Books for Children. Human (and Anti-Human) Values 
in Children’s Books: A Content Rating Instrument for Educators and 
Concerned Parents: Guidelines for the Future. Prepared for the CIBC Racism 
Sexism Resource Center for Educators. New York: The Center, 1976. 

• Oppenheim, Joanne F., et al. Choosing Books for Kids: How to Choose the 
Right Book for the Right Child at the Right Time. New York: Ballantine 
Books, 1986. 

• Sutherland, Zena. Children and Books, 9th ed. New York: Longman, 1997. 

• Self, Frank. Materials for Adults to Use with Children from Birth to Three: A 
Selected Resource List. Farmington, Conn.: Farmington Public Library, 1983. 

• Ferguson, Lana H., and Suellen Carroll Croteau. Building Blocks: An 
Annotated Bibliography for Day Care Providers Serving Children Ages Two 
Through Five. Guilford, Conn.: Guilford Public Library, 1991. 

• Preschool Services and Parent Education Committee of the Association for 
Library Service to Children. First Steps to Literacy: Library Programs for 
Parents, Teachers, and Caregivers. Chicago: ALA, 1990. 

• Dreyer, Sharon Spredemann. Bookfinder: A Guide to Children s Literature 
About the Needs and Problems of Youth Aged 2-15. 5 vols. Circle Pines, 
Minn.: American Guidance Service, 1977-1994. 


64 


Materials Selection and Acquisition 



• Lima, Carolyn W., and John A. Lima. A to Zoo: Subject Access to Children's 
Picture Books , 3d ed. New York: Bowker, 1989. 

• National Black Child Development Institute. The Spirit of Excellence: 
Resources for Black Children, Ages Three to Seven. Washington, D.C., 1991. 



Materials Selection and Acquisition 


65 




Picture Books to Meet the Child’s Developmental Needs 


Preschooler’s Needs 

Characteristics of Preschoolers 

Categories of Picture Books 

Active participation 

Physically active. Learn through 
the senses and exploration of the 
environment 

Self-help and skill books, cloth 
and board books, novelty books 

Imaging 

Imaginative and playful. Enjoy 
pretending; take pleasure in 
identifying ridiculous situations, 
such as slapstick, role reversals, 
and incongruous situations 

Humorous books, fantasy 
adventure 

Self-esteem 

Unique. Need a positive self- 
image and an appreciation of 
individuality 

Mood books, books about 
dealing with powerful emotions, 
books about children with special 
needs 

Secure attachments 

Social and affiliative. Need to 
relate interpersonally and to 
develop prosocial skills 

Books about relationships with 
significant other 

Knowledge 

Expressive and inquisitive. Need 
to acquire knowledge and 
classify information 

Concept books, information 
books, wordless books 

Cultural connections 

Culturally diverse. Need to 
appreciate cultural diversity and 
to begin to understand human 
motivation 

Nursery rhymes, books with 
multicultural concepts, folktales, 
fairy tales 

Mastering and enjoying language 

Communicative. Need to explore 
language, use verbal symbols, 
and appreciate the rhythm of 
words 

Picture story books, song books, 
picture books, poetry and stories 
told in verse 


Workshop handout. 



66 


Materials Selection and Acquisition 















List of Children’s Books 


Aardema, Vema. Why Mosquitoes Buzz in People s Ears: A West African Tale. Dial, 1975. 
Adoff, Arnold. Black Is Brown Is Tan. Harper, 1973. 

Bang, Molly. Ten, Nine, Eight. Greenwillow, 1983. 

Brown, Margaret Wise. Goodnight Moon. Harper, 1947. 

Bruna, Dick. I Can Count. Price Stem Sloan, 1984. 

Carle, Eric. The Very Hungry Caterpillar. Putnam, 1981. 

Clifton, Lucille. Some of the Days of Everett Anderson. Holt, 1970. 

de Angeli, Marguerite. Marguerite de Angeli’s Book of Nursery and Mother Goose Rhymes. 
Doubleday, 1954. 

de Brunhoff, Jean. The Story ofBarbar, the Little Elephant. Random House, 1933. 
dePaola, Tomie. The Legend of Bluebonnet. Putnam, 1983. 
dePaola, Tomie. Strega Nona. Prentice-Hall, 1975. 

De Regniers, Beatrice Schenk, et al. Sing a Song of Popcorn. Scholastic, 1988. 

Duck, Mabel. Easy-to-Make Puppets: With Step-by-Step Instructions. Plays, Inc., 1993. 

Flack, Marjorie, and Kurt Wiese. The Story About Ping. Viking, 1942. 

Floumey, Valerie. The Patchwork Quilt. Dial, 1985. 

Friedman, Ina. How My Parents Learned to Eat. Houghton, 1984. 

Glazer, Tom. Do Your Ears Hang Low? Doubleday, 1980. 

Glazer, Tom. Eye Winker, Tom Tinker, Chin Chopper: Fifty Musical Fingerplays. Doubleday, 
1973. 

Grayson, Marion. Let's Do Fingerplays. Robert Lace, 1962. 

Greenaway, Kate. Kate Greenaway’s Mother Goose. Dial, 1987. 


Materials Selection and Acquisition 


67 



Grifalconi, Ann. The Village of Round and Square Houses. Little Brown, 1986. 

Hanson, Charles, and Cynthia Stilley, eds. 10th ed. 1996. Ring a Ring O Roses Finger Plays for 
Preschool Children. 1996. 

Hart, Jane, and Anital Lobel. Singing Bee! A Collection of Favorite Children’s Songs. Lothrop, 
Lee & Shepard Books, 1982. 

Hill, Eric. Where’s Spot. Putnam, 1987. 

Hoban, Tana. 26 Letters and 99 Cents. Greenwillow, 1987. 

Isadora, Rachel. I See. Greenwillow, 1983. 

Keats, Ezra Jack. Snowy Day. Viking, 1963. 

Kouzel, Daisy. The Cookoo’s Reward (El Premio del Cuco). Doubleday, 1977. 

MacDonald, Suse. Alphabatics. 1st Aladdin Books ed. Aladdin Books, 1992. 

McClosky, Robert. Make Way For Ducklings. Viking, 1942. 

McDermott, Gerald. Anansi the Spider: A Tale From the Sahanti. Holt, 1972. 

McKissack, Patricia. Nettie Jo’s Friend. Knopf, 1989. 

Montgomery, Norah. This Little Pig Went to Market: Plays, Rhymes, and Young Children. The 
BodleyHead, 1983. 

Mosel, Arlene. Tikki Tikki Tembo. Holt, 1965. 

Opie, Iona, and Peter Opie. The Oxford Nursery Rhyme Book. Macmillan Children’s Books, 
1989. 

Oxenbury, Helen. Clap Hands. Macmillan, 1987. 

Pomerantz, Charlotte. The Tamarindo Puppy and Other Poems. Greenwillow, 1990. 

Potter, Beatrix. Tale of Peter Rabbit. F. Wame, 1987. 

Ringgold, Faith. Tar Beach. Crown, 1991. 

Sendak, Maurice. Where the Wild Things Are. Harper, 1963. 

Serfozo, Mary. Who Said Red? Atheneum, 1988. 


68 


Materials Selection and Acquisition 



Silverstein, Shel. Where the Sidewalk Ends. Harper, 1974. 

Slobodkin, Esphyr. Caps for Sale. Harper, 1947. 

Sutherland, Zena, ed. Orchard Book of Nursery Rhymes. Orchard/Watts, 1990. 

Tafiiri, Nancy. Who’s Counting. Greenwillow, 1986. 

Watanbe, Shigeo. How Do I Put It On? Putnam, 1984. 

Weisner, David. Tuesday. Clarion, 1991. 

Wells, Rosemary. Max’s Bath. Dial, 1985. 

Williams, Vera. A Chair for My Mother. Greenwillow, 1982 

Winn, Marie, ed. The Fireside Book of Fun and Game Songs. Simon and Schuster, 1966. 
Wright, Blanche Fisher. The Real Mother Goose. Special anniversary ed. Rand McNally, 1916. 
Yashima, Taro. Umbrella. Viking, 1958. 

Young, Ed. Lon Po Po: A Red Riding Hood Story from China. Philomel Books, 1990. 

Yolen, Jane. Lap-Time Song and Play Book. Harcourt, 1986. 

Yolen, Jane. The Lullaby Songbook. Harcourt, 1986. 

Zemach, Margot. It Could Always Be Worse: A Yiddish Folktale. Farrar, 1976. 



Materials Selection and Acquisition 


69 























Chapter 3 

Activities in the Classroom 

Overall Goals 

It is important to remind people that the overall goal of the Head Start pro¬ 
gram is to bring about a greater degree of social competence in children from low- 
income families. Social competence means the child’s everyday effectiveness in 
dealing both with present environment and with later responsibilities in school 
and life. Social competence takes into account the interrelatedness of cognitive 
and intellectual development, physical and mental health, nutritional needs, and 
other factors that enable a developmental approach to helping children achieve 
social competence. To accomplish this goal, Head Start spells out very clear ob¬ 
jectives and performance standards that provide the following: 

• An improvement of the child’s health and physical abilities, including appro¬ 
priate steps to correct any physical and mental problems and to enhance every 
child’s access to an adequate diet. 

• An improvement of the family’s attitude toward future health care and 
physical abilities. 

• The encouragement of self-confidence, spontaneity, curiosity, and self- 
discipline that will assist in developing the child’s social and emotional health. 

• The enhancement of the child’s mental processes and skills with particular 
attention to conceptual and communications skills. 

• The establishment of patterns and of expectations for success by the child, 
which will create a climate of confidence for present and future learning 
efforts and for overall development. 

• An increase in the ability of the child and the family to relate to each other and 
to others. 

• An enhancement of the sense of dignity and self-worth within the child and 
his family. 

Head Start has recognized the parent as the earliest and strongest influence on 
a child’s attitude toward education. Therefore, a major strength of the Head Start 



71 



program is the parent involvement component. The goals and objectives of parent 
involvement according to a Head Start green paper (1990) are to do the following: 

• Provide a planned program of experiences and activities that will support and 
enhance the parental role as the principal influence in their child’s education 
and development. 

• Provide a program that recognizes parents as 

- Responsible guardians of their children’s well-being. 

- Contributors to the Head Start program and to their communities. 

• Provide the following kinds of opportunities for parents’ participation: 

- Direct involvement in decision making about program plans and operations. 

- Participation in classrooms and other program activities as paid 
employees, volunteers, or observers. 

- Activities for parents that they have helped to develop. 

- Work with their own children in cooperation with Head Start staff members. 

- Participation in activities that will lead to self-sufficiency. 

No parent is too poor to give his child 
the key to success—a library card. 

—American Library Association 


Challenges for Libraries and Museums 

The challenge is to use both the library’s resources and techniques and the 
museum’s experiences to achieve Head Start objectives for implementing social 
competence. To take up this challenge, you need to understand that library and 
museum materials and programs are built to address the developmental needs of 
an individual child. Therefore, it is helpful to review developmental stages along 
with a child’s related interests. Further, we will look at activities that support the 
stages of development. Before we examine those stages, however, you should re¬ 
member that the library overall is a wonderful resource for you and for parents. 
Children’s librarians are trained in child development as well as in literature and 
in various materials and resources. Librarians can provide a positive introduction 
to a whole new world of information. Libraries are publicly funded and free to 


72 


Activities in the Classroom 



everyone. Museums satisfy curiosity and keep alive the child’s sense of wonder 
and joy. 

To review the chart of “The Child’s Developmental Needs,” see Chapter 1. In 
addition, most children have certain basic needs, and those needs do not change, 
even with social change. According to Sutherland (1997), the needs that seem to 
be common to most people and most times are the need for security, the need to 
love and be loved, the need to belong, the need to achieve, the need for change, 
the need to know, and the need for beauty and order. 

Here are some resources for additional background reading: 

• Anderson, Celia, and Marilyn Apseloff. Nonsense Literature for Children: 
Aesop to Seuss. Shoe String, 1989. 

• Bauer, Caroline Feller. New Handbook for Storytellers, with Stories, Poems, 
Magic, and More. Rev. ed. Chicago: American Library Association, 1993. 

• Butler, Dorothy. Babies Need Books. Atheneum, 1980. 

• Carlson, Ann. The Preschooler and the Library. Scarecrow, 1991. 

• Cart, Michael. What’s So Funny: Wit and Humor in American Children’s 
Literature. HarperCollins, 1995. 

• Cullinan, Bernice, and Lee Golda. Literature and the Child. 3d ed. Harcourt- 
Brace College Publishers, 1994. 

• Konigsburg, Elaine. TalkTalk: A Children’s Book Author Speaks to 
Grownups. Atheneum, 1995. 

• Sutherland, Zena. Children and Books. 9th ed. Longman, 1997. 

• Thomas, Rebecca. Primary Plots: A Book Talk Guide for Use with Readers, 
Ages 4-8. Bowker, 1989. 

• Trelease, Jim. The New Read-Aloud Handbook. 4th ed. Penguin, 1995. 

Involving Parents in Materials Selection 

It is important to include parents in selecting materials and activities for use in 
the classroom so parents can help you in the genuine integration of multicultural, 
multilingual, and multiethnic concepts and images in all classroom activities. 
Thus, you can avoid the “multicultural tourist syndrome.” 


Activities in the Classroom 


73 



CAUTION! 


WARNING: TOURIST CURRICULUM IS HAZARDOUS 
TO THE DEVELOPMENT OF YOUR CHILDREN. 

Watch out for these signs of tourist curriculum: 

• Trivializing. Organizing activities only around holidays or only around food. 
Involving parents only for holidays and cooking activities. 

• Using Tokenism. Having one black doll amid many white dolls; a bulletin 
board of “ethnic” images, which are the only diversity in the room; and only 
one book about any cultural group. 

• Disconnecting Cultural Diversity from Daily Classroom Life. Reading 
books about children of color only on special occasions. Teaching a unit on a 
different culture and then never seeing that culture again. 

• Stereotyping. Using images of Native Americans that are all from the past; 
always showing people of color as poor; and showing people from cultures 
outside the United States only in “traditional” dress and in rural settings. 

• Misrepresenting American Ethnic Groups. Using pictures and books about 
Mexico to teach about Mexican-Americans, of Japan to teach about Japanese- 
Americans, and of Africa to teach about black Americans. 

Source: Conference handout. 

The parents of children in your multicultural classroom will be your best 
source for authentic folk tales, songs, and traditions. Be sure to call on them to 
help. For a list of excellent picture books, see Many Faces, Many Stories: Multi¬ 
cultural Books for Children. This pamphlet is available from the American 
Library Association and includes the following titles, along with many more: 

• Garcia, Richard. My Aunt Otilia’s Spirits (Los Espiritus de Mi Tia Otilia ). 
Rev. ed. Children’s Book Press, 1987. (Latino) 

• Johnson, Angela. The Leaving Morning. Orchard, 1992. (African American) 

• Marzollo, Jean. Pretend You ’re a Cat. Dial, 1990. (Multiethnic) 

• Wheeler, Bemelda. Where Did You Get Your Moccasins? Pemmican, 1986. 
(Native American) 

• Williams, Vera B. “More More More ” Said the Baby. Greenwillow, 1990. 
(Multiethnic) 


74 


Activities in the Classroom 



• Yee, Paul. Roses Sing on New Snow: A Delicious Tale. Macmillan, 1992. 
(Asian American) 

Classroom Activities to Be Carried Over into the Home 

Activities that promote literacy are broad and can meet the literacy develop¬ 
mental needs of children when the opportunities are book-related experiences. 

The following ideas will help you get started: 

Dramatic Play 

Keep a box full of hats, old jewelry, and discarded clothes so a child can play 
dress-up and can assume dramatic roles. Puppets, stuffed animals, and paper gro¬ 
cery bags with holes cut for eyes can also be useful for dramatic play. Look for 
props related to a child’s favorite books and keep them together with these books. 
You will notice as each child grows that more and more “book language” is used 
as he or she plays (e.g., “Once upon a time ...” “Run, run as fast as you can ...” 
“Then, quick as a flash ...”). As they take turns in playing different dramatic 
roles, children begin to understand the roles of characters in the stories they read 
(Willoughby-Herb, 1990). 

Play with Blocks 

Ensure that the children have ready access to a collection of wooden blocks or 
other materials from which to construct things. Blocks provide one of the best op¬ 
portunities for symbolic representation. The mental exercise of imagining that a 
stack of blocks can represent a house will enable a child to later understand that 
groups of letters are symbols for people or objects (Willoughby-Herb, 1990). 

Artistic Representation 

Use drawing and modeling in clay as activities to exercise the imagination and 
provide a basis for later skills with print. Keep drawing materials such as paper, 
crayons, paints, and clay handy so a child can regularly benefit from these experi¬ 
ences (Willoughby-Herb, 1990). 

Music and Movement 

Provide children with collections of records, CDs, or cassette tapes, which can 
vary from those that tell stories so the child can follow the words in books, to 
rhymes and songs by favorite children’s artists. These recordings activate the 
imagination, making it easier for children to create mental images of times and 
places far removed from present reality (Willoughby-Herb, 1990). 


Activities in the Classroom 


75 



Writing 

Children need lots of opportunities to explore with a pencil or crayon and to 
experiment with making marks on paper in their own way, unrestricted by con¬ 
cerns for staying in the lines or by adult standards of neatness or legibility 
(Willoughby-Herb, 1990). 

Experiences Enriched by Print 

Trips, outings, holidays and other special events take on added meaning when 
accompanied by appropriate books. Making books available that correspond to 
these events will help a child to understand that literature is indeed quite relevant 
to everyday themes. In addition, be sure that you create a print-rich classroom and 
environment. By clearly labeling areas, activities, and so forth, children begin to 
understand that printed words have a meaning (Willoughby-Herb, 1990). 

Role-Playing 

In role-playing, a problem situation is set up for children to come to terms 
with. The situation allows children to take on a role and to play it through in order 
to come up with solutions to the problem. Often, the goal is to promote social val¬ 
ues, and the emphasis is on decision making. Children play the role of a character 
from a book. Children must be able to identify with the character’s problem; that 
is, it should be a problem within their experience to understand. In addition, the 
problem should be one that will help to develop a personal value system. Ac¬ 
cording to Role-Playing for Social Values by Fannie and George Shaftel (1967), 
some of the best problem stories for preschoolers involve situations dealing with 
having integrity, being responsible for others, being fair, accepting others, and 
wishing you were bigger or better. For instance, 

• Accepting others: Crazy Lady by Jane Conly. 

• Being fair: A Bargain for Frances by Russell Hoban. 

• Wishing you were bigger or better: Maybe Yes, Maybe No, Maybe Maybe by 
Susan Patron. 

You should begin by reading the “problem” story. Once you finish reading the 
story, you should select the role-players. While the role-players are getting ready, 
you should prepare the audience to observe. Once the stage is set, the role-players 
will enact the situation. Following certain key playing, you may want to stop to 
discuss and evaluate what is happening. Then there may be further enactment and 
discussion. If possible, you should try to generalize from the specific role-playing 
to a general solution to the particular problem. Role-playing can be a wonderful 


76 


Activities in the Classroom 



expression for children who may not be able to verbally respond very 
comfortably. 

Story Theater 

Another form of dramatization is story theater in which you will read or tell 
the story while the actors pantomime the action. Because the roles do not require 
the children to speak but to pantomime, some of the demands and complexity are 
removed from the creative dramatics. Steps to follow in story theater include 
reading the story aloud or telling it; helping children assume the roles of the char¬ 
acters, while guiding the group in pantomiming; reviewing the story plot to re¬ 
mind children to be able to participate; allowing time for children to practice their 
parts; arranging the area or stage for the dramatization; and then reading or telling 
the story as the actors pantomime. 

Some stories that lend themselves to story theater include these: 

• The Three Billy Goats Gruff 

• The Three Little Pigs 

• McDermott, Gerald. Anansi the Spider: A Tales from the Ashanti. Holt, 1972. 

• The Three Little Bears 

• Aardema, Verna. Why Mosquitoes Buzz in People’s Ears: A West African 
Tale. Dial, 1975. 

Storytelling 

Storytelling is a wonderful way to get parents involved in your program. Even 
for parents who do not have a strong reading ability, the art of storytelling may 
have been handed down through their family. Many cultures have a strong oral 
tradition; in fact it may be one in which the beginnings of that culture originated. 
Most cultures have stories that explain how the world began, how the sun and 
moon came into the heavens, and other natural phenomena. Those myths and 
folktales can bring untold enrichment into your classroom as people from that 
culture tell the stories directly to your children. This activity is wonderful for 
Head Start children, because they can identify with the stories and the adults who 
are telling the stories. There is also a sense of pride in the traditions of the culture 
from which the children and their parents come. Children need to see themselves 
in a story. There is an added bonus if the parents can tell the story bilingually. 
Children learn language best during these early preschool years. 


Activities in the Classroom 


77 



You, too, can become a storyteller. According to many professional 
storytellers, you should follow these steps: 

1. Choose a story that you like. You are more likely to convey enthusiasm 
about the story if you enjoy it. 

2. Read and re-read the story so you become comfortable and know the story 
well enough that you will not worry about forgetting parts of it. Most sto¬ 
rytellers suggest that you not try to memorize an entire story. 

3. Draw your audience in as you tell the story so they will share the mood of 
the story with you. 

The wonderful thing about storytelling is that you can tell a story in just about 
any situation, even if you do not have books with you. For instance, while your 
class is waiting for a guest to arrive when the guest is late, you can tell a story to 
pass the time. With experience, you will become a successful storyteller as you 
learn to keep the attention of your audience. You will begin to observe the signs 
of waning interest when the children begin to wiggle or their heads begin to turn. 
You will then begin to emphasize parts of the story that will hold the attention of 
the children. Just as with any new skill, practice in storytelling will give you con¬ 
fidence and that confidence will be conveyed to your young listeners. 

For most beginners, the easiest tales to learn are the folktales. Folktales, as we 
have said earlier, are usually passed down through the oral tradition, which makes 
them perfect for retelling. Generally, an introduction sets the stage for the story, 
followed by the problem. Then the story develops with increased action or sus¬ 
pense, followed by the climax when the story turns and the hero is successful. 
Generally, the most beloved stories are those that end with all the conflicts re¬ 
solved and the villains suitably taken care of. Here are some resources for 
successful storytelling: 

• Bauer, Caroline Feller. New Handbook for Storytellers: With Stories, Poems, 
Magic, and More. Rev. ed. Chicago: American Library Association, 1993. 

• Bauer, Caroline Feller. This Way to Books. Bronx, N.Y.: Wilson, 1983. 

• Colwell, Eileen. Storytelling. London: The Bodley Head, 1980. 

• Shedlock, Marie L. The Art of the Storyteller. 3d ed. New York: Dover 
Publications, 1952. 

• Tooze, Ruth. Storytelling. Englewood Cliffs, N.J.: Prentice-Hall, 1959. 


78 


Activities in the Classroom 



Reading Aloud 

The surest predictor of creating a lifetime reader is reading aloud to a child. It 
is never too early to begin to “read” (sing, chant nursery rhymes, talk) to a child, 
and you cannot read often enough. Studies have shown that simple reading aloud 
on a daily basis will improve children’s independent reading skills and 
motivation. 

The single most important activity for building the knowledge 
required for eventual success in reading 
is reading aloud to children. 

—U.S. Department of Education, What Works, 1986 

Good picture books feed the heart and mind as well as the eyes, for they 
invite children to live for a moment in another world, to feel someone else’s joy 
and sorrow, to see the familiar in a new way. It is this vitality in good picture 
books that makes them an important part of a full childhood. It is this same 
vitality that makes them invaluable as a child’s first experience with literature 
and art. 

Source: The Lively Art of Picture Books (film now unavailable). 

The importance of reading aloud cannot be stressed enough. Reading aloud is 
important even when children begin to read on their own. The pleasure that is 
conveyed in hearing a story read, the bond that forms between the child and the 
reader of a story, and the impact on the child of hearing a wonderful story are im¬ 
portant ingredients for creating a lifetime reader and learner. When the reading is 
done on a daily basis, children begin to realize that reading is part of everyday 
life, that learning takes place every day, and that their lives are enriched by hear¬ 
ing good stories. Reading aloud to children allows them to expand their experi¬ 
ences beyond the classroom and home and to recognize their own feelings and 
similarities to others. Curiosity, the basis for learning, is satisfied through a good 
story. And good stories stimulate the imagination and keep curiosity alive in chil¬ 
dren. It is up to every one of us, caring adults, to give children all they need to 
reach their full potential and to achieve their dreams. 

If you are new at reading aloud to children, one way you could start is to visit 
the library and attend a storyhour given perhaps in the evening or on the weekend. 
You will have the opportunity to observe an experienced librarian conducting the 
storytime and will observe how the librarian reads the story. Another approach is 
to invite the children’s librarian to visit your Head Start program to read stories to 
the children or to conduct a storytime at your site. Either way, you can learn a lot 
from observation and from asking the librarian questions about good titles to read 
and techniques that you can use. 


Activities in the Classroom 


79 



Here are some suggestions for reading aloud to children: 

• Select books that you like. 

• Select books that are well written. 

• Select characters who will be interesting to your listeners. 

• Choose a story with a plot that moves at a pace fast enough to keep a child’s 
interest. 

• Be sure to read the book yourself before you read it out loud to young 
children. 

• Allow your listeners to get settled down before the story begins; some librari¬ 
ans use a fingerplay exercise to settle the children. 

• If the illustrations are important to the story, be sure that the children are close 
enough to be able to see the pictures. 

• Hold the book so the children can see the pictures while you read, or pause at 
the end of the page, taking time to show illustrations to the children. 

• Use your voice to create a mood; your tone of voice, level of pitch, and pace 
of reading all contribute to the mood. 

• Read aloud to generate many different responses; you may want to encourage 
responses by asking open-ended questions (questions that can’t be answered 
by “yes” or “no”). 

• Display the books you read. 

• Thank the children for being good listeners; let them leave the experience 
feeling great. 

• Encourage the children to visit the library for books and special programs; if 
they do not have a library card, encourage them or their families to get a card. 

Good stories can be extended through classroom activities and fingerplays. 

For follow-up to good stories, the District of Columbia Public Library has sug¬ 
gestions called “Reach Out and Read Follow-up Activities.” They are generally 

theme related and can certainly extend concepts in the Head Start program. For 

instance, for “It’s a Beach Day!” use these Reach Out and Read Activities: 


80 


Activities in the Classroom 



Books to Share at Storytime 

• Crews, Donald. Sail Away. Greenwillow Books, 1995. 

• Hill, Eric. Spot Goes to the Beach. Puffin Books, 1995. 

• MacDonald, Suse. Sea Shapes. Harcourt, 1994. 

• McMillan, Bruce. Beach Ball—Left, Right. Holiday House, 1992. 

• Sheppard, Jeff. Splash, Splash. 

• Wylie, Joanne, and David Wylie. A More or Less Fish Story. Children’s Press, 
1984. 

More Books to Share at Home 

• Asch, Frank. Sand Cake. North American Library ed. Parents Magazine Press, 
1993. 

• Brown, Marc Tolon. D. W. All Wet. Joy Street Books, 1988. 

• Carle, Eric. A House for Hermit Crab. Picture Book Studio, 1991. 

• Heller, Ruth. How to Hide an Octopus & Other Sea Creatures. Grosset & 
Dunlop, 1985. 

• Lionni, Leo. Swimmy. Random House, 1973. 

• Oxenbury, Helen. Beach Day. Dial Press, 1982. 


Activities 

• Sand in Jar. Put about 1 inch of sand in a baby food jar. Add water to almost 
full. Tighten lid. Shake the jar and watch how the sand moves. How long does 
it take to settle? What happens if you put a shell in the jar? 

• Fish Mobiles. Let children tear fish shapes from construction paper. Connect 
the fish with string. Hang from banisters or ceilings. 

• Sail Boats. Materials needed: Styrofoam bowl or cup, drinking straw, napkin 
or construction paper for sail. Let the children decorate the cup or bowl with 
crayons. To make boat put straw through top of bowl or cup. Attach sail with 
scotch tape. These boats will float! 


Activities in the Classroom 


81 



Fingerplays and Songs 

“Five Little Fishes” 

(Hold up five fingers. Starting with thumb, 
bend down one at a time as the verse progresses.) 

Five little fishes were swimming near the shore 
One took a dive, then there were four. 

Four little fishes were swimming out to sea 
One went for food, then there were three. 

Three little fishes said, “Now what shall we do?” 
One swam away, and then there were two. 

Two little fishes were having great fun 
But one took a plunge, then there was one. 

One little fish said, “I like the warm sun.” 

Away he went and then there were none. 



“At the Beach” 


I dig holes in the sand with my fingers 
(Wiggle fingers) 

I dig holes in the sand with my toes 
(Wiggle toes) 

Then I pour some water in the holes 
(Pretend to pour water) 

I wonder where it goes? 

(Move hands out to sides, palms hidden) 


Here’s another Reach Out and Read Activity titled “Sense Fun!” from the 
District of Columbia Public Library: 

Books to Share at Storytime 

• Berry, Joy. Taste and Smell. Creative Resources, 1978. 

• Falwell, Cathryn. Feast for 10. Clarion Books, 1993. 

• McGovern, Ann. Too Much Noise. Houghton Mifflin, 1967. 

• Murphy, Jill. Five Minutes ’ Peace. Putnam, 1986. 

• Rius, Maria, et al. Smell. 1st U.S. ed. Barron’s, 1985. 


82 


Activities in the Classroom 



Saunders, Susan. A Sniff in Time. Atheneum, 1982. 
Young, Ed. Seven Blind Mice. Philomel Books, 1992. 


More Books to Share at Home 

• Aliki. My Five Senses. Crowell, 1962. 

• Brenner, Barbara. Faces. E. P. Dutton, 1970. 

• Brown, Marc Tolon. Arthur’s Eyes. Little, Brown, 1979. 

• Hoban, Tana. Look! Look! Look! Greenwillow Books, 1988. 

• Isadora, Rachel. I Touch. Greenwillow Books, 1991. 

• Showers, Paul. The Listening Walk. HarperCollins, 1991. 

Activities 

• Smell. Put a pickle, slice of lemon, peanut butter, bubble gum, coffee, pep¬ 
permint extract, Italian dressing, or so forth in individual baby food jars. 
Punch small holes in the lids, and let the children try to identify each item by 
its smell. 

• Taste. Pass around small samples of bagels, pita bread, combread, french 
bread, tortillas, and other types of bread. Talk about foods from other cultures. 
Read Bread Bread Bread by Ann Morris. 

• Touch. Put a small, familiar object in an old sock. Let children try to identify 
it from touch. 


A “Song to Sing” 

Follow Me 

(sung to the tune of “Shortnin’ Bread”) 

Everybody do this, do this, do this. (Clap hands) 
Everybody do this and follow me. 

Top and bottom, top and bottom, (touch top of head 
and bottom of feet) 

Top and bottom and follow me. 

Front and back, front and back, (clap in front and 
then in back) 

Front and back and follow me. 

High and low, high and low, (clap hands high and 
then low) 


Activities in the Classroom 


83 



High and low and follow me 

(This song can be used as a transition song.) 
Everybody listen, listen, listen. 

Everybody listen and follow me. 

Everybody have a seat, have a seat, have a seat. 
Everybody have a seat on the floor, 

Not on the ceiling, not on the door. 

Everybody have a seat on the floor. 


And a Fingerplay 
“Touch” 

I’ll touch my hair, my lips, my chin. 

I’ll sit up straight and rise again. 

I’ll touch my ears, my nose, my chin. 

Then quietly sit down again. 

More activities are provided at the end of this chapter. 

In addition to these theme-related activities, which extend the story that you 
have read, here are books to help you plan a successful storytime: 

• Briggs, Diane. 52 Programs for Preschoolers: The Librarian’s Year-Round 
Planner. Chicago: American Library Association, 1997. 

• Kimmel, Margaret Mary, and Elizabeth Segel. For Reading Out Loud! A 
Guide to Sharing Books with Children. New York: Delacorte Press, 1988. 

• National Council of Teachers of English. Committee on Literature in the Ele¬ 
mentary Language Arts. Raising Readers: A Guide to Sharing Literature with 
Young Children. New York: Walker, 1980. 

• Moore, Vardine. The Pre-School Story Hour. Metuchen, N.J.: Scarecrow 
Press, 1972. 

• Exploring Childhood, Working with Children, Doing Things. Washington, 
D.C.: U.S. Government Printing Office, 1985, 461-307/35-908. 

• Children’s Services Department. Leap into Books. Cuyahoga County Public 
Library, 2111 Snow Road, Parma, OH 44134; 1990. (Contains theme-related 
lists of high-quality literature for children.) 


84 


Activities in the Classroom 



Games and Songs 

Music is a part of almost all cultures, from the reciting of prayers to having 
fun and playing games. Music sets a mood. Singing to young children—especially 
a lullaby—can establish a relationship between the adult and the child, can create 
an atmosphere of love, and can provide a feeling of a safe environment. Nursery 
rhymes can be sung or chanted, and the child begins to understand cadence and 
rhyme. Singing can be a child’s first introduction to stories and to reading. Songs 
make language fun to listen to and to say, and they provide early, playful experi¬ 
ences that lay the foundation for reading. 

And here is another place that parents can be involved. They may have songs 
from their tradition that will expand a child’s knowledge and understanding of the 
world around her or him. For a selection of good songs for preschool children, 
you can review some of the books mentioned at the end of the section on Reading 
Aloud (page 72). In addition, you can borrow songbooks and cassette tapes from 
the library. Call your librarian to make arrangements for particular tapes that will 
support your curriculum. Here are some songbooks: 

• de Angeli, Marguerite. Marguerite de Angeli’s Book of Nursery and Mother 
Goose Rhymes. Doubleday, 1954. 

• Langstaff, John. Oh, A-Hunting We Will Go. Atheneum, 1984. 

• Watson, Clyde. Catch Me and Kiss Me and Say It Again. Collins, 1978. 

• Walk Together Children. Selected and illustrated by Ashley Bryan, Atheneum, 
1974. 

• Glazer, Tom. Do Your Ears Hang Low? Doubleday, 1980. 

• Watson, Clyde. Father Fox’s Pennyrhymes. Crowell, 1971. 

• Reid, Rob. Children's Jukebox: A Subject Guide to Musical Recordings and 
Programming Ideas for Songsters Ages One to Twelve. American Library 
Association, 1995. 


Puppets and Dolls 

Puppetry allows children to plan a dramatization, create dialogue, and use 
their voices effectively. Of all the dramatic activities around a story, puppetry is 
the least threatening because the child is generally not visible to the audience. In 
helping children select a story as the basis of a puppet show, you might look for a 
book that has a simple plot but is filled with conflict. Folktales are good for be¬ 
ginners as well as for experienced puppeteers because they usually have repetitive 


Activities in the Classroom 


85 



plot structures. Dolls can be used just as effectively as puppets. In fact, some sto¬ 
rytime dolls can become four different characters by simply turning the costume 
over or by turning the doll upside down or backwards. 

However, you do not need to have expensive stages or expensive puppets and 
dolls. Part of the fun of telling a story through the use of puppets or dolls is cre¬ 
ating the puppet. There are many kinds of puppets: finger puppets, hand puppets, 
string puppets, stick puppets, and shadow puppets. And there are a variety of 
ways to create each kind of puppet. For instance, finger puppets can be made of 
paper or can be knitted. They must fit snugly on the finger so they can move 
without falling off. Some finger puppets are made from a glove. Each finger has a 
different face portraying a different character. 

Similarly, the puppet stage can be an old refrigerator carton with a space cut 
in front for the stage, a table turned on its side so the children can get behind and 
hold the puppets over their heads, or a cut-out carton that is placed on a table. 
However, among the children’s parents you may find a talented carpenter who 
can help you with a more permanent stage. You need not worry even if you do not 
have a stage, because when you or a child hold up a puppet or doll that “speaks,” 
the audience gets caught up with the character and doesn’t really see the person 
who is manipulating the puppet. 

According to Caroline Feller Bauer (1997), leading kids to books through 
puppets works if you 

• Think simple. 

• Think lively. 

• Think fun. 

• And always ... think books. 

You probably receive department store or other catalogs that you throw away. 
Before you toss, think “puppets.” You or the children can cut out a variety of 
pictures of people and can paste or tape those pictures to the top of Popsicle™ 
sticks or tongue depressors for instant puppets. This is just one of the many ideas 
found in the following books: 

• Bauer, Caroline Feller. Leading Kids to Books Through Puppets. Chicago: 
American Library Association, 1997. 


• Duck, Mabel. Easy-to-Make Puppets: Step-by-Step Instructions. Boston: 
Plays, 1993. 


86 


Activities in the Classroom 



• Renfro, Nancy. Puppet Shows Made Easy! Austin, Tex.: Nancy Renfro 
Studios, 1984. 

• Anderson, Dee. Amazingly Easy Puppet Plays. Chicago: American Library 
Association, 1997. 

• Currell, David. The Complete Book of Puppet Theatre. Totowa, N.J.: Barnes 
and Noble Books, 1987. 

• Van Schuyver, Jan. Storytelling Made Easy with Puppets. Phoenix, Ariz.: 
Oryx, 1993. 

• Puppets ’n ’ Stuff W224 S8424 Industrial Drive, Big Bend, WI 53103. Phone: 
414-662-4448. 

Flannel Board Stories 

Another way to tell stories is through the use of a flannel board or a felt board. 
You can easily make these boards using foamboard, heavy cardboard, or a rectan¬ 
gle of plywood. The board should be covered with flannel or felt. 

You can make the story figures, as well, using felt. If you or one of your par¬ 
ents is talented, then figures can be cut out of felt directly. Another way is to 
photocopy the story figures and trace them onto the felt. Different color felt 
should be used for various parts of the story figure. Clothes can be glued to the 
figure. Eyes and other features can be made of beads, paper, or other materials, 
and can be glued in place. A black felt-tip pen can be used for details. The story 
figures can be as simple or ornate as you or the child want them to be. 

Keep in mind that the story should be simple and lively. Again, some folktales 
and nursery rhymes can be done quite effectively using a flannel board. The Three 
Billy Goats Gruff or The Three Bears would be excellent for beginner flannel 
board stories. 

Flannel boards can be placed on an easel or propped up against a wall. Some 
storytellers like to hold the board on their lap or to hold it up on a table next to 
where the storyteller is sitting. The figures can be placed flat on the table or in the 
storyteller’s lap, generally in the order in which the figures appear in the story. 
With a little practice, you can decide which is the easiest for you to manage when 
you are the storyteller. 

You can read the story through to the children in your audience and then let 
them tell the story back to you, using the flannel figures on the board. You could 
read through the story a second time while the children work the figures. 


Activities in the Classroom 


87 



However, if you are telling the story using a flannel board, you will want to have 
read the story through several times so you can concentrate on working the 
figures on the flannel or felt board. 


Multimedia 

Book and cassette sets allow children to listen to a story and to follow along 
with the book. A value to this introduction to books is that this activity can be 
done on an individual basis. Many libraries have book and cassette sets that can 
be borrowed or used either in the classroom or at home. These sets are also very 
good for parents who may be learning English as a second language. Parents and 
children can hear the story and follow the text. 

Videotapes of stories can also lead children to books. The wonderful thing 
about videotapes is the viewer’s control over the time for viewing. Tapes can be 
played over and over again at any time that is convenient. You should follow up 
good tapes with the book or with other books that relate to the video. 

Television can be used effectively if there is adult intervention when the child 
views the television program. You or a volunteer parent can reinforce the lesson 
to be learned by talking with the child during or immediately after viewing the 
program. For instance, a nature series can be followed up with classroom activi¬ 
ties related to the subject of the television program. Another example is a program 
about dinosaurs. One classroom activity could be molding a dinosaur out of clay. 
Another activity would be to have a number of dinosaur books available in the 
classroom once the television program is over. Almost all children are fascinated 
by dinosaurs and like to stretch their imaginations while painting or coloring a 
picture of a dinosaur or making one out of papier-mache. 

Being able to read is the most basic survival skill in an information 
society, but it isn’t enough . Our children must know how 
to navigate the information superhighway. 

—“Kids Can’t Wait... Kids Need Libraries” (brochure), 
American Library Association, 1996-1997 

Interactive computer programs are now available for very young children. If 
you have a computer in your classroom, you will want to have available some 
programs designed for preschoolers. Each year the Association for Library Serv¬ 
ice to Children selects notable children’s software and notable children’s Web 
sites. For a complete listing of these materials, you can send a self-addressed, 
postage-paid envelope to Notable Children’s Audio Visual Materials, Association 
for Library Service to Children, 50 E. Huron, Chicago, IL 60611. These lists are 
updated annually and contain the best in recordings, CDs, films, videos, and com- 


88 


Activities in the Classroom 



puter software programs. The list is also available at < http://www.ala.org/alsc/ 
awards.html> on the Web. Your local librarian should be able to provide you with 
the list or with some of the materials as well. 

What we fail to provide for in the emerging literacy needs of our 
children, we pay for tenfold in the resulting myriad social and 
educational problems directly resulting from, 
or related to, the school failures of youth. 

—Carole S. Talan, Family Literacy Specialist, California State Library 


Museums 

Museums enhance the quality of life for individuals. Children’s museums are 
especially geared for young people along with their families and caregivers. 
Children’s museums have at their core the mission to engage children in the ex¬ 
hibits and to keep alive the curiosity that all children have. Successful museum 
exhibits for children should have accompanying books and materials that enhance 
the exhibit experience. Many of the exhibits in children’s museums involve 
hands-on activities—the museum allows the children to touch and manipulate, 
smell, see, and so forth. An excellent follow-up to a museum visit is reading a 
story related to the museum visit. For instance, if the visit is to a zoo, then the ex¬ 
perience can be extended by reading stories about zoos or about some of the ani¬ 
mals seen in the zoo. If the visit is to a botanical garden, then the Children could 
hear a story about growing plants from seed (e.g., The Carrot Seed). Then they 
could actually plant seeds in a clay pot. Follow-up activities extend the museum 
experience both in the classroom and at home. 

This sample mission statement from the Grand Rapids Children’s Museum 
shows how committed museums are to quality services for children: “We cele¬ 
brate childhood and the joy of learning by providing an exciting, hands-on envi¬ 
ronment that inspires learning and encourages self-directed exploration.” 

Children’s museums have begun to have book-based exhibits. An exhibit at 
the Please Touch Museum in Philadelphia focuses on the books by Maurice 
Sendak, the Caldecott-winning author. Based on Where the Wild Things Are and 
In the Night Kitchen, the exhibit has costumes so children can dress up and act out 
the wild rumpus described in the book. Next to the exhibit are tables with copies 
of the books for reading right in the museum. This is a wonderful example of 
bringing more than one medium to the child. 

At the Wadsworth Atheneum in Connecticut, the educational staff members 
have prepared a series of treasure hunts for children and their families who visit 


Activities in the Classroom 


89 



this fine arts museum (see the examples in English and Spanish). For instance, 
one treasure hunt titled “Best Foot Forward” encourages youngsters to search for 
certain kinds of shoes that are seen in the paintings. Another treasure hunt is 
“Find the Felines.” Using the guidelines for playing, children are encouraged to 
look for cats in the pictures hanging in the museum. Games such as these encour¬ 
age children to look closely at the artwork and engage them in the museum expe¬ 
rience. Some examples of treasure hunts are provided at the end of this chapter. 

Talented people are in every community. Some are found right in your 
classroom: the children’s parents. Other talented people can be found in the li¬ 
brary or the museum. Local volunteer pools provide another source for storytell¬ 
ers, puppeteers, and others. Your library, the information place, may have a list of 
community resource people. At the very least, the librarian should be able to tell 
you where you can get a list of resource people. 

Read Aloud Training for Volunteers 

Children’s librarians can generally train volunteers who will read stories in 
your classrooms. The following example of information for read aloud training is 
adapted from the program at Denver Public Library. 


Read Aloud Training 

(presented by the Children’s Library of the 
Denver Public Library) 

Welcome to training for the Read Aloud Program! Thank you for your interest 
in reading to children. We hope you will find it wonderfully rewarding. 

Story reading styles are as individual and varied as the people who perform 
them. The following are suggestions for successful and enjoyable storytimes. 

Planning Before Your Storytime 

• Practice reading the books aloud. Sense the rhythm and pace of the text, 
planning for changes or for emphasis in voice patterns. 

• Note the pictures at which you wish to pause before turning pages. 

• Younger children need stretch and movement breaks. Rehearse any songs or 
fmgerplays if you plan to use them. 


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Activities in the Classroom 



Starting Your Storytime 

• Greet the children. Tell them who you are, what you will be doing, and what 
you need from them. Specifically, tell them you will be reading the stories all 
the way through without interruption or discussion. Assure them that there 
will be time to talk after the storytime. 

• Have the children make themselves comfortable in such a way that they can 
all see the books. 

• Make yourself comfortable. 

• Start and end the storytime in the same way each week, thereby setting a 
pattern the children become familiar with. 

• Having a song, poem, or special fmgerplay helps to settle the children into the 
“magic time of story hour.” 

Reading Successfully 

• When introducing each book, hold the book to display the cover. Give the 
title, author, and illustrator. 

• Hold the book open on one side of your body so that the children can see the 
illustrations clearly. Try to keep the book steady and motionless. Do not move 
the book back and forth in front of the audience. Such movement can be dis¬ 
tracting. We recommend that you maintain a steady posture throughout the 
story, even while turning the pages. 

• Introducing the first book is very important. Have your tone of voice and 
choice of books build the mood you want to set for storytime. 

• Use your own voice; steady, but with natural expression and animation. Keep 
it simple. Read slowly. Enunciate. 

• At natural pauses, turn to the children to draw them into the story. 

• Try to maintain the children’s attention in a positive manner. 

• Remember that well-written picture books blend language and illustration in a 
way that involves children on many different levels. It is very important to 
read the text as it is written and not adapt or paraphrase. 

• Allow the children to absorb the text at their own pace, which means you 
should read slowly and pause before turning each page. 


Activities in the Classroom 


91 




• Encourage the children to have the fun of participating when the story in¬ 
cludes a repeating refrain or chant. But please don’t interrupt the story by 
adding comments or asking questions. It is best to ignore spontaneous inter¬ 
ruptions from the children. 

Making Transitions Between Books 

• A transition between books may be as simple as saying, “The next book I will 
be reading for you is called ( Title of Book)." 

• As you become more comfortable, you may wish to 

1. Point out a similarity between the books. 

2. Share information about the author, illustrator, or illustrations (1-2 
sentences is enough). 

• You should build your repertoire of fun songs and fingerplays for those times 
when the children need to move. 

Ending the Reading Session 

• Display the books you read, give a cheer for the books, or have a closing song 
or chant—anything that leaves the children feeling great! 

• Thank the children for being such good listeners. 

• Tell them when you or another reader will be reading again. 

• Encourage them to visit the library for books and special programs. 

• Finally, give yourself a treat for doing a wonderful thing! You are exciting 
children with a vital experience—the joyous adventure of reading and 
literature. 

Thank you! 

Source: Adapted from the Denver Public Library Children’s Library Staff, 1989. 



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Activities in the Classroom 



Read Aloud Program 
Ideas from Volunteer Readers 
(from the Denver Public Library) 

Ideas for Beginning and Ending Storytime 

• I use the same routine each time. After 2-3 sessions, the children know the 
routine and participate. 

• I greet children with a cheerful smile and tell them how happy I am to see 
them. 

• I introduce myself and ask their names. Afterwards, I allow all the kids to look 
at or read the books. 

• I have a magic wand and a cute music box to play, which draws their interest. 

• At the end, we clap for each author and illustrator. The children pat them¬ 
selves on the back for listening so well. 

• I end by thanking the children for being such good listeners and tell them 
when I will be back again. 

Ways of Building Rapport with the Children 

• I wear a name tag, and I bring name tags for the children so I can leam their 
names quickly. 

• I smile and remember their names. 

• I use eye contact and a consistent routine. I thank them for inviting me to 
come. 

• We chat for a few minutes before I formally begin storytime. 

• I tell the children how pleased I am to see them, and I praise the good 
listeners. 

• To shake off their restlessness, I usually engage children in some activity 
related to one book. 

• The children love to pet Clifford (puppet) so that is a treat at the end of 
storytime. Those who want a hug get one, and most of the children do. 



Activities in the Classroom 


93 




Introducing and Talking About the Library 

• I tell the children that the library is a place where they can borrow books for 
free. 

• Usually the children ask if I can leave the books. I tell them they can get all 
these books at the library. 

• I have my library card taped to the bookpack and mention every time, “When 
you go to the library, be sure to look for these books.” I give out library cards 
ASAP so the others will follow through. 

• I introduce myself as being from the library and tell the kids why I like to 
read. 

• The children call me the “Library Girl.” 

Ideas for Reading Successfully 

• I prepare my stories ahead of time by reading to get the feel of the plot. I read 
aloud to hear how it sounds, making my voice sound like the various charac¬ 
ters and creating an atmosphere of the story. 

• I try to arrange the books I will read for a natural transition from one book to 
another. I read 3-4 books, then have a break for children by using poems, 
actions songs, and so forth. 

• When I prepare, I figure out how to have the children participate. Then I stay 
around to let the children look at the books and feel them. 

• I try to make the words work to my advantage and use my voice to tell the 
story. 

• When there is much repetition, children can repeat with me. If it is a song, I 
sing it and, if possible, have them sing with me. 

• I begin with a short, visually “catchy” book or one that the may participate in. 
I put longer books in the middle and end with a pop-up or other “fun” book. 

• I always save the pop-up book for the last so we can read it two times. 

Giving Out Library Cards and Gift Books 

• I make a big deal out of the library cards. Each child comes up, and I shake 
his or her hand and we all clap for each one. 


94 


Activities in the Classroom 



• It is important to give the children a chance to look through their gift books. I 
read the book, and they follow along with their copy. 

• I let the teacher know that I will be giving out books that day. I hand out a 
book to each child and then to the teacher, and I write names in the books. 

• I use the last session just to give away books. I have each child come up one at 
a time. When I write each name in the books, the children get so excited. 

Connecting with the Teacher 

• I thank the teacher for inviting me to come every time. 

• I try to speak to the teacher for a few minutes each week. 

• I try to be pleasant and nonthreatening. 

• I explain the purpose of the Read Aloud Program and let the teachers know 
how much their help and cooperation are appreciated. 



Organizations as Resources 

Association for Library Service to Children 

American Library Association 

50 E. Huron Street 

Chicago, IL 60611 

312-280-2163 

The ALA’s mission is to promote the highest quality library service to all 
people, especially children and their families. The association forms partnerships 
at the national level to demonstrate leadership and support that will ensure access 
to information for all. 

Association of Youth Museums 
1775 K Street, NW, Suite 595 
Washington, DC 20006 
202-466-4144 

AYM is an international professional organization representing and advocat¬ 
ing on behalf of its member institutions. It provides its members with information 
about developments in the field and professional practices, while providing direct 
access to important training and professional development opportunities. 


Activities in the Classroom 


95 





First Book 

1319 F Street, NW, Suite 500 
Washington, DC 20004 
202-628-1258 

This nonprofit organization has the mission to give disadvantaged children the 
opportunity to read and own their first books. The primary goal of First Book is to 
work with existing literacy and mentoring programs to distribute new books to 
children who, for economic or other reasons, have little or no access to books out¬ 
side of school. 


The Puppeteers of America, Inc. 

5 Cricklewood Path 
Pasadena, CA 91107 
818-797-5748 

Membership includes anyone with an interest in puppetry. Member benefits 
include consultant services, an audiovisual library, and a puppetry store. 


The Children’s Partnership 
1460 4th Street, Suite 306 
Santa Monica, CA 90401 
310-260-1220 

The Children’s Partnership educates policymakers and parents about technol¬ 
ogy issues that affect children. It also publishes briefing materials and operates a 
Web site for parents. Its excellent publication for parents and teachers is The 
Parents ’ Guide to the Information Superhighway: Rules and Tools for Families 
Online (1996). 


KIDSNET 

6856 Eastern Avenue, NW, Suite 208 
Washington, DC 20012 
202-291-1400 

KIDSNET is an educational, nonprofit clearinghouse of information on chil¬ 
dren’s media. It covers audio, video, radio, educational software, television, and 
related multimedia programs for children. 


96 


Activities in the Classroom 



National Council of La Raza 
1111 19th Street, NW, Suite 1000 
Washington, DC 20036 
202-785-1670 

This private, nonprofit organization represents more than 200 community- 
based groups that provide housing, education, employment, immigration, and so¬ 
cial services to more than 2 million Hispanics annually. The council’s goal is to 
improve life opportunities for Hispanic Americans. 


National Urban League 
500 East 62nd Street 
New York, NY 10021 
212-310-9000 

The League is a nonpartisan, community-based organization whose mission is 
to assist African Americans in achieving social and economic equality. 


Reading Is Fundamental, Inc. 

600 Maryland Avenue, SW, Suite 600 
Washington, DC 20024-2569 
202-287-3220 

RIF is a national, nonprofit organization that works with local groups to pro¬ 
mote reading among American young people. RIF strives to motivate youngsters 
to want to read by letting them choose and keep books they like and by showing 
them that reading is fun and important. 


Federal Government Contacts 

The Center for the Book 
Library of Congress 
Washington, DC 20540-8200 
202-707-5221 

The Center for the Book was established to stimulate interest in books, read¬ 
ing, and libraries and to be a catalyst for promoting and exploring the vital role of 
books, reading, and libraries both nationally and internationally. The Library- 
Museum-Head Start Partnership Project is an excellent example of a Center for 
the Book initiative. 


Activities in the Classroom 


97 



America Reads Challenge 
Ready* Set*Read Project 
U.S. Department of Education 
600 Independence Avenue, SW 
Washington, DC 20202 

The America Reads Challenge was initiated to help more children read well 
and independently by the end of third grade. The Ready*Set*Read Early Child¬ 
hood Learning Kit was designed for all children from birth through age 5. The kit 
includes an “Activity Guide for Families and Caregivers,” an “Early Childhood 
Activity Calendar,” and an “Early Childhood Growth Chart.” The kit was devel¬ 
oped in cooperation with the U.S. Department of Health and Human Services and 
the Corporation for National Service. 

The Reading Excellence Act, authorized for fiscal years 1999-2001, had $260 
million appropriated by 1999 in the Omnibus Consolidated and Emergency 
Supplemental Opportunities Act signed by the president on October 21, 1998. 
More than 500,000 children from pre-kindergarten through third grade will be 
served in 1999, and many more at-risk children will receive the support they need 
to improve their pre-reading and literacy skills in subsequent years. Funds will be 
distributed through state education agencies, and a portion of the funds may be 
awarded for family literacy services provided by partnering agencies and organi¬ 
zations including public libraries with others involved in improving reading and 
the reading achievement of children and their families. 



98 


Activities in the Classroom 



EXHIBIT PAGE 


Follow-Up Activities for Home Day Care 


Books Shared at This Month’s Storytime 

• The Three Little Pigs retold and illustrated by James Marshall 

• Henny Penny retold and illustrated by Paul Galdone 

• The Little Red Hen retold and illustrated by Byron Barton 

More Books to Share at the D.C. Public Library 

• Goldilocks and the Three Bears retold by Paul Galdone. 

• Jack and the Beanstalk retold and illustrated by John Howe. 

• The Three Billy Goats Gruff retold and illustrated by Paul Galdone. 

Activities to Do With Your Child 

Dramatic Play. Fairy tales are great stories for dramatic play. To add to the fun, make masks out 
of construction paper for each character. 

Story Box. An old shoe box or cigar box will do. Decorate it with construction or wrapping 
paper. Cut out pictures from old magazines and newspapers, and paste them onto a cardboard to 
reinforce. Put these pictures in your story box. Let children reach in the box and pull out a 
picture. Ask them to tell the story about each picture selected. 

Songs and Fingerplays 


“Put Your Finger in the Air” 

Put your finger in the air, in the air. 

Put your finger in the air, in the air. 

Put your finger in the air and leave it about a year. 

Put your finger in the air, in the air. 

Put your finger on your knee, on your knee. 

Put your finger on your knee, on your knee. 

Put your finger on your knee and then giggle tee-hee-hee. 

Put your finger on your knee, on your knee. 

Put your finger on your head, on your head. 

Put your finger on your head, on your head. 

Put your finger on your head and tell me is it green or red. 
Put your finger on your head, on your head. 

Put your finger on your chin, that’s where the food slips in. 
Put your finger on your nose ... and feel the cold wind blow. 
Put your fingers in the air ... and wave them around up there. 



Activities in the Classroom 


99 



“Brush Your Teeth” 

When you wake up in the morning, 

And it’s quarter to one, 

You want to have a little fun. 

What do you do? 

You brush your teeth, ch-ch-ch-ch-ch-ch. 

You brush your teeth, ch-ch-ch-ch-ch-ch. 

When you wake up in the morning, 

And it’s quarter to two, 

You want to find something to do. 

What do you do? 

You brush your teeth, ch-ch-ch-ch-ch. 

You brush your teeth, ch-ch-ch-ch-ch. 

Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 



100 


Activities in the Classroom 




EXHIBIT PAGE 


Follow-Up Activities for Home Day Care 
Autumn Fun!!! 

Books Shared at This Month’s Storytime 

• Amosky, Jim. Every Autumn Comes the Bear. Putnam’s, 1993. 

• Ehlert, Lois. Nuts to You! Harcourt Brace Jovanovich, 1993. 

• Lionni, Leo. Frederick. Pantheon, 1967. 

• Progoff, Fiona. Autumn. Children’s Press, 1994. 

Check Out These Books! 

• Bang, Molly. One Fall Day. Greenwillow Books, 1994. 

• Ehlert, Lois. Red Leaf, Yellow Leaf. Harcourt Brace Jovanovich, 1991. 

• Good, Elaine W. Fall Is Here! I Love It! Good Books, 1990. 

• Oppenheim, Joanne. Have You Seen Trees? Young Scott Books, 1967. 

Halloween Is Coming! 

Find These Fun Stories at the D.C. Public Library 

• Brown, Marc Tolon. Arthur’s Halloween. Little, Brown, 1982. 

• Emberley, Ed. Go Away! Big Green Monster! Little, Brown, 1993. 

• Hines, Anna Grossnickle. When the Goblins Came Knocking. Greenwillow Books, 1995. 

• Williams, Linda. The Little Old Woman Who Was Not Afraid of Anything. Crowell, 1986. 

Activities to Do with Your Child 

Take a Walk. Collect nuts, seeds, twigs, and leaves. Use them for sorting and counting activities. 
Leaf Rubbings. Place a leaf under a sheet of paper. Rub crayon, pencil, or pen across paper. The 
leaf shape appears like magic to young children. 



Activities in the Classroom 


101 



Fingerplays 


“Gently Falling Leaves” 

Little leaves fall gently down, (Raise hands and lower them, fluttering like falling 
leaves.) 

Red and yellow, orange and brown. 

Whirling, whirling round and round. (Whirl hands as they flutter.) 

Quietly without a sound. 

Falling softly to the ground. (Lower bodies gradually to the floor.) 

Down—and down—and down. 

“Once There Was a Pumpkin” 

Once there was a pumpkin 

And it grew. (Join the fingers of each hand to make one pumpkin.) 

And grew. (Separate the hand keeping pumpkin formation.) 

And grew. (Join hands before you, making large pumpkin with arms.) 

Now it’s a jack-o-lantem. 

And smiles at you. (With a smile, point to various children.) 

And you. 

And you. 

Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 



102 


Activities in the Classroom 



EXHIBIT PAGE 


Follow-Up Activities for Home Day Care 
August-September 1994 

Books Shared at This Month’s Storytime 

• Galdone, Paul. The Gingerbread Boy. Seabury Press, 1975. 

• Hutchins, Pat. The Doorbell Rang. Greenwillow Books, 1986. 

• Kaska, Keiko. The Wolf’s Chicken Stew. Putnam, 1987. 

• Wellington, Monica. Mr. Cookie Baker. Dutton Children’s Books, 1992. 


More Fun Books to Share 

• Carle, Eric. Pancakes, Pancakes. Picture Book Studio, 1992. 

• Degen, Bruce. Jamberry. Delmar Publishers, 1991. 

• Polacco, Patricia. Thunder Cake. Philomel Books, 1990. 

• Westcott, Nadine Bernard. Peanut Butter and Jelly: A Play Rhyme. Dutton, 1987. 

Activities to Do with Your Child 

Read aloud every day. 

Take your children to the grocery store with you. Let them practice identifying fruits, vegetables, 
and other items. 

Let children help with making the meals. Even the younger children can stir or add ingredients. 

Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 



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103 






EXHIBIT PAGE 


Follow-Up Activities for Home Day Care 
October 1995 
Autumn Celebrations 

Books Shared at This Month’s Storytime 

• Brown, Marc Tolon. Arthur’s Halloween. Little, Brown, 1982. 

• Brown, Ruth. A Dark, Dark Tale. Delmar Publishers, 1991. 

• dePaola, Tomie. My First Halloween. Putnam, 1991. 

• Hall, Zoe. (Shari Halpem, illustrator). It’s Pumpkin Time. Scholastic, 1994. 

• Martin, Bill Jr., and John Archambault. (Robert J. Lee, illustrator). The Magic Pumpkin. H. 
Holt, 1989. 

• Williams, Linda. (Megan Lloyd, illustrator). The Little Old Lady Who Was Not Afraid of 
Anything. Crowell, 1986. 

• Wolff, Ferida, and Dolores Kozielski. (Dolores Avendano, illustrator). On Halloween Night. 
Tambourine Books, 1994. 


“Halloween Chant” 

Five little jack-o-lantems sitting on a gate. 

The first one said, “Oh my, it’s getting late.” 

The second one said, “There’s witches in the air!” 

The third one said, “But WE don’t care.” 

The fourth one said, “Let’s run and run and run!” 

The fifth one said, “I’m ready for some fun!” 

Then OOOOOOOOOOO went the wind 
And OUT (loudly clap once) went the lights, 

And the five little jack-o-lantems rolled out of sight, (rolling motion with 
hands) 



104 


Activities in the Classroom 



Activities to Do with Your Child 

No-Allergy Face Paint 

1 c. vegetable shortening 
1 c. cornstarch 
Food coloring 

Mix shortening and cornstarch until smooth. Divide mixture into several parts (3 or 4), and add a 
different color of food coloring to each. 

Add more food coloring if mixture is too thick, or more shortening if it is too thin. 

Orange 
I love 

The color orange 
Oh yes, oh yes, 

Ido! 

It’s the color 
Of orange juice, 

And carrots 
And pumpkins too. 

“Pumpkin on the Ground” 

(Sung to “Twinkle, Twinkle, Little Star”) 

Pumpkin, pumpkin on the ground. 

How’d you get so big and round? 

You started as a seed so small. 

Now you are a great round ball. 

Pumpkin, pumpkin on the ground. 

How’d you get so big and round? 

Language-Building Activity Using Orange 

Let your children place orange objects in a box. The objects can be many different types of things 
from carrots to crayons to stuffed animals. Tell a story using the objects collected; then let your 
children try to do the same. If you have a helper, write down the children’s “orange stories” to 
share with parents. 

Source: From Totline, Busy Bee, 1994. 

Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 



Activities in the Classroom 


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EXHIBIT PAGE 


Follow-Up Activities for Home Day Care 
May 1995 

Trains ... Trains ... Trains... Trains ... Trains ... Trains ... Trains 

Books Shared at This Month’s Storytime 

• Howard, Elizabeth Fitzgerald. A Train to Lulu’s. Bradbury Press, 1988. 

• Crews, Donald. Freight Train. Greenwillow Books, 1978. 

• Barton, Byron. Trains. Crowell, 1986. 

• Merriam, Eve. Train Leaves the Station. H. Holt, 1992. 

More Train Stories to Share and Enjoy 

• Burton, Virginia Lee. Choo Choo: The Story of a Little Engine That Ran Away. Houghton 
Mifflin, 1937. 

• Piper, Watty. The Little Engine That Could. Platt & Munk, 1990. 

• Gretz, Suzanne. Teddy Bears Take the Train. Four Winds Press, 1987. 

• Kroll, Steven. Toot Toot. Holiday House, 1983. 

Activities to Do with Your Children (Story S-t-r-e-t-c-h-e-r-s) 

Make a Pull Train. Tie several small boxes together with string to make a pull train for your 
child. Shoe boxes (with lids left off) make excellent train cars for small toys and stuffed animals. 
Pretend to Be a Train. Dramatic play is good fun, and children can learn many concepts like 
“fast and slow” and “stop and go.” 

Learn Songs and Fingerplays. 



“Here Is the Engine” 

(Count train cars on fingers and toes 
as you say this rhyme) 

Here is the engine on the track, (thumb) 

Here is the coal car, just in back, (pointer) 

Here is the boxcar to carry the freight, (middle finger) 

Here is the mail car. Don’t be late, (ring finger) 

Rides the caboose through the sun and rain, (wiggle little finger) 


106 


Activities in the Classroom 




“Here Comes the Choo-Choo Train” 


Here comes the choo-choo train (elbows against sides, arms 
make forward circles) 

Puffing down the track. 

Now it’s going forward. 

Now it’s going back, (reverse circles) 

Hear the bell a-ringing. (one hand above head, make bell-ringing 
motion) 

Ding.. .Ding.. .Ding.. .Ding. 

Hear the whistle blow, (cup hands around mouth) 

Whooooo-Whooooo! 

Chug, chug, chug, chug, (make side circles slowly, then pick up 
speed) 

Ch.ch.ch.. ..ch.. .ch..ch.ch.ch. 

Shhhhh... (fold hands in lap) 

Everywhere it goes. 

“Little Red Caboose” 

Little red caboose. 

Chug-a.. .chug-a.. .chug-a 
Little red caboose. 

Chug-a.. .Chug-a.. .Chug-a 

The little red caboose behind the train. 

Whoooo... Whoooo. 

Smoke stack on its back. 

Chug-a.. .chug-a.. .chug-a. 

Chuggin’ down the track. 

Chug-a.. .chug-a.. .chug-a. 

The little red caboose behind the train. 

Whoooo.. .Whoooo. 

Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 



Activities in the Classroom 


107 




EXHIBIT PAGE 


Favorite Laptime Fingerplays 



“The More We Get Together” 

The more we get together, together, together, 

The more we get together the happier we’ll be. 

’Cause your friends are my friends, and my friends are your friends, 
The more we get together the happier we’ll be. 

The more we read together, together, together, 

The more we read together the happier we’ll be. 

’Cause your friends are my frien ’s, and my friends are your friends, 
The more we read together the happier we’ll be. 

“Ten Little Fingers” 

I have ten little fingers, (Hold up ten fingers.) 

And they all belong to me. (Suit actions to words.) 

I can make them do things, 

Would you like to see? 

I can shut them up tight, 

Or open them wide. 

I can put them together, 

Or make them all hide. 

I can make them jump high. 

I can make them jump low. 

I can fold them up quietly, 

And hold them just so. 


“Laptime Listeners” 

Laptime listeners eyes are watching. 

Our ears are listening. 

Our mouths are silent. 

Our hands are folded. 

Our feet are crossed. 

Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 


108 


Activities in the Classroom 



EXHIBIT PAGE 


“Let’s Go on a Bear Hunt” 

(The children repeat each line after the leader.) 


Let’s go on a bear hunt (Tap hands on thighs 
like walking.) 

All right. 

Let’s go. 

Oh lookie, 

I see a wheat field! 

Can’t go around it, 

Can’t go under it, 

Let’s go through it. 

All right. 

Let’s go. 

Swish, swish, swish. (Rub hands together like 
swishing through the wheat.) 

Oh lookie, 

I see a tree! 

Can’t go over it, 

Can’t go under it, 

Let’s go up it. (Pretend to climb a tree. When 
top is reached, place hand on forehead and 
look around. Climb down.) 

All right. 

Let’s go. 

Oh lookie, 

I see a swamp! 

Can’t go around it, 

Can’t go under it. 

Let’s swim through it. (Pretend to swim.) 

All right. 

Let’s go. 

Oh lookie, 


I see a bridge! 

Can’t go around it, 

Can’t go under it, 

Let’s cross over it. (Make clicking sound with 
tongue and stamp feet.) 

Let’s go. 

Oh lookie, 

I see a cave! 

Can’t go around it, 

Can’t go under it, 

Let’s go in it. (Cup hands and make hollow 
sound when clapping together.) 

All right. 

Let’s go. 

Golly—it’s dark in here. (Say this with suspense 
in voice.) 

Better use my flashlight. 

Doesn’t work. 

I think—I see something. 

It’s big! 

It’s furry! 

It’s got a big nose! 

I think—it’s a bear! 

IT IS A BEAR! 

LET’S GO! 



Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 


Activities in the Classroom 


109 




EXHIBIT PAGE 


“I’m at My Library” 

(sung to “Frere Jacques”) 
I’m at my library, 

I’m at my library, 

Singing my song, 

Singing my song. 

Will you sing it with me, 
Will you sing it with me, 
All day long, 

All day long. 

With my fingers, 

With my fingers, 

I touch my nose, 

I touch my nose. 

With these same fingers, 
With these same fingers, 

I touch my toes, 

I touch my toes. 

With my fingers, 

With my fingers, 

I reach high above, 

I reach high above. 

With these same fingers, 
With these same fingers, 

I touch the one I love, 

I touch the one I love. 



Source: Adapted from the District of Columbia Public Library System as part of its “Reach Out and Read” 
program. 


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Activities in the Classroom 
















EXHIBIT PAGE 


Flannel Board Patterns to Be Used with 
Mouse Paint, by Ellen Stoll Walsh 

Please refer to illustrations in the book for how to color the mice and the puddles of paint. 

1 cat (color cat gray) 

1 water dish for cat 

mouse (make 9 mice: 3 white, 1 red, 1 yellow, 1 blue, 1 orange, 1 green, 1 purple) 

1 red mouse with orange bottom 
1 yellow mouse with green bottom 
1 blue mouse with purple bottom 
jar of paint (make 3) red, yellow, blue 

puddles of paint (make 9) red, yellow, blue, yellow with red swirls, orange, yellow with blue 
swirls, green, red with blue swirls, purple 

additional supplies 

squares of construction paper in the following colors: 



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EXHIBIT PAGE 
Find the Felines 


Where to Look 

First Floor: Morgan Great Hall, Classical Antiquities, Early Renaissance, and Medieval Galleries 

How to Play 

Use your detective skills to search out members of the cat family lurking in our galleries. 

S Using the clues, check off each cat as you find it in a painting or sculpture. 

What stories would you tell about each of these cats? 

_“King of the Jungle” and a young lady 

_Two large lions standing guard 

_Egyptian lioness goddess named Sakhmet 

_Blue-headed lion 

_Small lion-shaped bottle 

_Limestone lion that once lived on a building 

Sly cat sneaking a snack 

_Lion decorating a flag 

_Alert cat with a beetle on its head 

The beetle amulet on this cat’s head is called a scarab. To the Egyptians, scarabs 
symbolize creation, the sun, and life after death. 

Cat Fact: The ancient Egyptians considered cats to be sacred animals. When a cat died, the 
Egyptians mummified it by wrapping the pet in linen bandages. They then painted on a face and 
buried the cat in a special cat-shaped coffin. 

Have fun!! The Staff of The Martin Office of Museum Education 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



Activities in the Classroom 


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EXHIBIT PAGE 


Encuentra los Felinos 


Donde Buscar 

Primer Piso: Sala Morgan, Antiguedades Clasicas, Galerias del Comienzo del Renacentismo y 
Medievales 

Como Jugar 

Usen sus abilidades detectivescas y busquen los miembros de la familia de gatos que se esconden 
en nuestras galerias. 

S Usando las claves, haz una marca a cada gato, segun los encuentres en pinturas o esculturas. 

^Que historias podrias contar acerca de cada uno de estos gatos? 

_“El Rey de la Selva” y una mujer joven 

_dos leones grandes haciendo guardia 

_La Diosa leona Egipcia llamada Sakhmet 

_el leon de cabeza azul 

___ la botella pequena, moldeada como un leon 

_leon de piedra caliza que una vez vivio en un edificio 

___ el gato astuto que busca una merienda 

_un leon decorando una bandera 

_gato alerta con un escarabajo en la cabeza 

El amuleto de un escarabajo en la cabeza de este gato se llama escarabajo. Para los 
egipcios, los escarabajos simbolizan creacion, el sol y la vida despues de la muerte. 

Hecho de Gatos: Los antiguos Egipcios consideraban los gatos, animales sagrados. Cuando un 
gato moria, los Egipcios lo momificaban en volviendolo en vendajes de lino, luego le pintaban 
una cara y lo sepultaban en un ataud especial en forma de gato. 
jQue te Diviertanse! Los Empleados de la Oficina de Educacion Martin 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



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Activities in the Classroom 




EXHIBIT PAGE 


You Can Count on Art 


Where to Look 

First Floor: Hilles Gallery of 20th-Century Art 

How to Play 

Test your number know-how while exploring the Wadsworth’s collection of contemporary art. 
S Check off each work of art as you discover it and then talk about it with a friend or family 
member. 

_5 People out for a stroll 

Where do you think they are going? 

_4 Colored squares painted one on top of another 

How do the colors make you feel? 

_3 Delicious cakes 

What has the artist done to make the cake frosting look so real? 

_2 Huge links on a gigantic chain 

Do you think this sculpture is heavy or light? 

_1 Goat sitting in a tree 

Make up a story about this work of art. 

Have Fun!! The Staff of The Martin Office of Museum Education 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



Activities in the Classroom 


115 

























EXHIBIT PAGE 


Tu Puedes Contar en el Arte 


Donde Buscar 

Primer Piso: Galeria de Artre del Siglo 20 - Hilles 

Como Jugar 

Prueba tu conocimiento numerico, mientras exploras la coleccion de arte contemporaneo en el 
Wadsworth. 

S Coteja cada obra de arte segun las descubres, luego habla de la misma con un amego(a) 6 un 
miembro de tu familia. 

_5 personas que estan paseando 

lA donde crees til que van ellos? 

_4 cuadros pintados uno sobre otro 

l Como te hacen sentir los colores? 

_3 bizcochos (tortas) deliciosos 

iQue hizo el artista para hacer que el decor ado del bizcocho (torta) parezca tan real? 

_2 eslabones inmensos en una cadena gigante 

lCrees que esta escultura es pesada 6 liviana? 

_1 cabra sentada en un arbol 

Haz una historia sobre esta obra de arte. 
iQue te Diviertanse! Los Empleados de la Oficina de Educacion Martin 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



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Activities in the Classroom 





















EXHIBIT PAGE 


Where to Look 

The whole museum 

How to Play 


Creature Feature 



The Wadsworth Atheneum is crawling with critters! Focus your eagle eyes, tune in your deer’s 
ears, snap on your hound’s nose, and set out on an animal safari. 

Hunt for these creatures in paintings and sculptures throughout the collection. As you trek 
through the galleries, check off the creatures you find. Make extra check marks next to any 
creatures that you find more than once. If you find other animals not listed here, write them down. 

Mammals 


_lion 

_deer _ 

_goat _ 

_cat _ 

_camel 

Birds 

_parrot _ 

Sea Creatures 

_dead fish _ 

Fantasy Creatures 

_sphinx 

_Pegasus 

_ winged frog 
_ dragon 

_centaur 

_ griffin 


_tiger 

_monkey 

_cow 

__ pig 


eagle 


elephant 

horse 

squirrel 

rabbit 


falcon 


live fish 


_wolf 

_donkey 

_dog 

_ sheep 


Reptiles 

snake 


turtle 


usually represented with a human head, a lion’s body, and wings 
a horse with wings 
a frog with wings 

usually represented as a large reptile with wings, claws, and pointed teeth 
a creature that is half man, half horse 

a beast with the head, wings, and claws of an eagle and the body of a lion 


Have fun!! The Staff of The Martin Office of Museum Education 


Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 


Activities in the Classroom 


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EXHIBIT PAGE 



Facciones de Criaturas 

Donde Buscar 

En todas las galenas del museo 

Como Jugar 

|E1 Ateneo Wadsworth esta rastreando criaturas! Enfoca tus ojos de aguila, sintoniza tus oidos de 
venado, agudiza el olfato de perro sabueso y emprende tu safari de animales. 

Caza las criaturas en pinturas y esculturas a traves de la coleccion del museo. Durante tus cacerias 
de una galena a otra, indica las criaturas que hayas encontrado. Si encuentras una criatura mas de 
una vez, puedes hacer una marca por cada vez que hayas visto el mismo animal. Si encontraras 
otros animales que no estan en la lista, puedes anadirlos. 

Mamiferos 


_leon 

_tigre 

_elefante _lobo 

_mono 

_caballo 

_burro _cabra 

_vaca 

_ardilla 

_perro _gato 

_cerdo 

_conejo 

_camello 

_oveja o camera 

_venado o ciervo 

Pajaros 



_cotorra 

_aguila 

_falcon 


tortuga 


Criaturas del Mar Reptiles 

_pescado _pez _culebra 

Criaturas de la Fantasia 

_esfinge usualmente representada con cabeza humana, cuerpo de leon y alas 

_ Pegaso caballo alado 

_rana alada rana con alas 

_dragon usualmente representado como un reptil enorme con alas, garras y colmillos 

_centauro criatura que es mitad humana y mitad caballo 

_grifo bestia con la cabeza, alas y garras de un aguila y con cuerpo de leon 

jQue te Diviertas! Los Empleados de la Oficina de Education Martin 


Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 


118 


Activities in the Classroom 



EXHIBIT PAGE 


Where to Look 

Third Floor: American Art 

How to Play 

Search the art in the galleries for examples of the following types of transportation. Be sure to 
include all kinds of art, not only paintings, in your search. Happy trails! 

_Rowboat _Covered wagon 

_Horse-drawn sleigh _Barge or houseboat 

_Hot air balloon _Trolley (streetcar) 

_Horse-drawn chariot _Ship or sailboat 

_Canoe _Paddlewheeler 

Can you find any others? 

Have Fun!! The Staff of The Martin Office of Museum Education 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



Activities in the Classroom 


119 





EXHIBIT PAGE 


jEn Marcha! 

Donde Buscar 

Tercera Planta: Galenas Norte-Americanas 

Como Jugar 

Explora el arte en las galenas y busca ejemplos de los siguientes tipos de transportation. 
Asegurate de incluir en tu exploration todo tipo de arte, no solamente pinturas. jQue tengas una 
buena caceria! 

_bote de remos _carreton con cobertizo (carromato) 

_trineo tirado por caballos _casa flotante 

_globo aerostatico (hot air balloon) _tranvia (trolley) 

_carroza o carruaje tirado por caballos _buque o barco de vela 

_canoa _bote de pedalear (paddlewheeler) 

^Puedes encontrar otros moviles? 

^Que te Diviertanse! Los Empleados de la Oficina de Education Martin 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



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Activities in the Classroom 









EXHIBIT PAGE 


Best Foot Forward 


Where to Look 

First Floor: Morgan Great Hall 

How to Play 

Have you ever heard the expression “if the shoe fits, wear it”? Clothing depicted in art tells us a 
great deal about the time and place in which people live. This treasure hunt is about shoes. Using 
the clues listed, find ten shoes among the paintings and sculptures in Morgan Great Hall. This 
hunt should keep you on your toes! 

Find 

_a pair of shoes with buckles 

_a pair of high boots worn by a man 

_a pair of shoes worn by soldiers 

_a pair of sandals in a painting 

_a pair of sandals in sculpture 

_a shoe belonging to an Aztec Indian 

_a shoe belonging to a Spanish soldier 

_a pair of spurs 

_a pair of moccasins 

Can you find other shoes? Now look at your own feet. What do your shoes tell about you? 

Have Fun!! The Staff of The Martin Office of Museum Education 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



Activities in the Classroom 


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EXHIBIT PAGE 


Un Paso Hacia Adelante 


Donde Buscar 

Primera Planta: Asiaticas y Clasicas Antigiiedades 

Como Jugar 

^Haz oido alguna vezla expresion “al que se lo ponga”? El vestuario representado en el arte nos 
habla mucho del lugar y la epoca en que vivieron los personajes. Esta caceria es acerca de 
calzados. Utilizando las guias a continuation, encuentra diez zapatos entre las esculturas y las 
pinturas en la Gran Sala Morgan. Esta caceria to mantendra en la puntilla de tus pies. 

Busca 

_un par de zapatos con hevillas 

_un par de botas altas hombre 

_un par de zapatos usados por guerreros 

__ un par de sandalias en una pintura 

_un par de sandalias en una escultura 

_un calzado que pertenece a un Indio Azteca 

_un zapato que pertenece a un soldado Espanol 

_un par de espuelas 

_un par de mocasines 

^Puedes encontrar otro tipo de zapato? Ahora mira tu propio pie. ^Que dicen tus zapatos de ti? 
Que te Diviertanse! Los Empleados de la Oficina de Education Martin 

Source: Adapted for use in museums from the Wadsworth Atheneum Museum in Hartford, Conn. 



122 


Activities in the Classroom 





List of Children’s Books 

Aliki. My Five Senses. Crowell, 1962. 

Amosky, Jim. Every Autumn Comes the Bear. Putnam’s, 1993. 

Asch, Frank. Sand Cake. North American Library ed. Parents Magazine Press, 1993. 

Bang, Molly. One Fall Day. Greenwillow Books, 1994. 

Barton, Byron. Trains. Crowell, 1986. 

Berry, Joy. Taste and Smell. Creative Resources, 1978. 

Brenner, Barbara. Faces. E. P. Dutton, 1970. 

Brown, Marc Tolon. Arthur’s Eyes. Little, Brown, 1979. 

Brown, Marc Tolon. Arthur’s Halloween. Little, Brown, 1982. 

Brown, Marc Tolon. D. W. All Wet. Joy Street Books, 1988. 

Brown, Ruth. A Dark, Dark Tale. Delmar Publishers, 1991. 

Burton, Virginia Lee. Choo Choo: The Story of a Little Engine That Ran Away. 
Houghton Mifflin, 1937. 

Carle, Eric. A House for Hermit Crab. Picture Book Studio, 1991. 

Carle, Eric. Pancakes, Pancakes. Picture Book Studio, 1992. 

Conly, Jane. Crazy Lady. HarperCollins, 1993. 

Crews, Donald. Sail Away. Greenwillow Books, 1995. 

Crews, Donald. Freight Train. Greenwillow Books, 1978. 

Degen, Bruce. Jamberry. Delmar Publishers, 1991. 
dePaola, Tomie. My First Halloween. Putnam, 1991. 

Ehlert, Lois. Nuts to You! Harcourt Brace Jovanovich, 1993. 

Ehlert, Lois. Red Leaf, Yellow Leaf. Harcourt Brace Jovanovich, 1991. 



Activities in the Classroom 


123 



Emberley, Ed. Go Away! Big Green Monster! Little, Brown, 1993. 

Falwell, Cathryn. Feast for 10. Clarion Books, 1993. 

Galdone, Paul. The Gingerbread Boy. Seabury Press, 1975. 

Garcia, Richard. My Aunt Otilia’s Spirits (Los Espiritus de Mi Tia Otilia). Rev. ed. 
Children’s Book Press, 1987. 

Good, Elaine W. Fall Is Here! I Love It! Good Books, 1990. 

Gretz, Susanne. Teddy Bears Take the Train. Four Winds Press, 1987. 

Hall, Zoe. It’s Pumkin Time. Scholastic, 1994. 

Heller, Ruth. How to Hide an Octopus & Other Sea Creatures. Grosset & Dunlop, 1985. 
Hill, Eric. Spot Goes to the Beach. Puffin Books, 1995. 

Hines, Anna Grossnickle. When the Goblins Came Knocking. Greenwillow Books, 1995. 
Hoban, Russell. A Bargain for Frances. HarperFestival, 1999. 

Hoban, Tana. Look! Look! Look! Greenwillow Books, 1988. 

Howard, Elizabeth Fitzgerald. The Train to Lulu s. Bradbury Press, 1988. 

Hutchins, Pat. The Doorbell Rang. Greenwillow Books, 1986. 

Isadora, Rachel. I Touch. Greenwillow Books, 1991. 

Johnson, Angela. The Leaving Morning. Orchard, 1992. 

Kasza, Keiko. The Wolfs Chicken Stew. Putnam, 1987. 

Kroll, Steven. Toot Toot. Holiday House, 1983. 

Langstaff, John. Oh, A-Hunting We Will Go. Atheneum, 1984. 

Lionni, Leo. Frederick. Pantheon, 1967. 

Lionni, Leo. Swimmy. Random House, 1973. 

MacDonald, Suse. Sea Shapes. Harcourt, 1994. 

Martin, Bill Jr., and John Archambault. The Magic Pumkin. H. Holt, 1989. 


124 


Activities in the Classroom 



Marzollo, Jean. Pretend You ’re a Cat. Dial, 1990. 

McGovern, Ann. Too Much Noise. Houghton Mifflin, 1967. 

McMillan, Bruce. Beach Ball — Left, Right. Holiday House, 1992. 

Merriam, Eve. Train Leaves the Station. H. Holt, 1992. 

Murphy, Jill. Five Minutes ’ Peace. Putnam, 1986. 

Oppenheim, Joanne. Have You Seen Trees? Young Scott Books, 1967. 

Oxenbury, Helen. Beach Day. Dial Press, 1982. 

Patron, Susan. Maybe Yes, Maybe No, Maybe Maybe. Orchard Books, 1993. 

Piper, Watty. The Little Engine That Could. Platt & Munk, 1990. 

Polacco, Patricia. Thunder Cake. Philomel Books, 1990. 

Pragoff, Fiona. Autumn. Children’s Press, 1994. 

Ruis, Maria. Smell. IstU.S. ed. Barron’s, 1985. 

Saunders, Susan. A Sniff in Time. Atheneum, 1982. 

Sheppard, Jeff. Full Moon Birthday. Atheneum Books for Young Readers, 1995. 
Sheppard, Jeff. Splash, Splash. 

Showers, Paul. The Listening Walk. HarperCollins, 1991. 

Walsh, Ellen Stoll. Mouse Paint. Harcourt Brace Jovanovich, 1989. 

Watson, Clyde. Catch Me and Kiss Me and Say It Again. Collins, 1978. 

Watson, Clyde. Father Fox’s Pennyrhymes. Crowell, 1971. 

Wellington, Monica. Mr. Cookie Baker. Dutton Children’s Books, 1992. 

Westcott, Nadine Bernard. Peanut Butter and Jelly: A Play Rhyme. Dutton, 1987. 
Wheeler, Bemelda. Where Did You Get Your Moccasins? Pemmican, 1986. 

Williams, Linda. The Little Old Woman Who Was Not Afraid of Anything. Crowell, 1986. 
Williams, Vera B. “ More More More” Said the Baby. Greenwillow Books, 1990. 


Activities in the Classroom 


125 



Wolff, Ferida, and Delores Kozielski. On Halloween Night. Tambourine Books, 1994. 
Wylie, Joanne, and David Wylie. A More or Less Fish Story. Children’s Press, 1984. 
Yee, Paul. Roses Sing on New Snow: A Delicious Tale. Macmillan, 1992. 

Young, Ed. Seven Blind Mice. Philomel Books, 1992. 



126 


Activities in the Classroom 



Chapter 4 

Family Literacy: Building Bridges from Head Start 
to Home and Community 

Two Generational Programming 

Head Start’s strong commitment to parents has long been recognized as a cor¬ 
nerstone of the program’s success. In fact, as Head Start prepares for the twenty- 
first century, there has been a call for the program to recommit itself to providing 
“two generational programming” that focuses on parents as well as on children. 

The Head Start Improvement Act includes a requirement that every Head Start 
agency must provide child development and literacy skill training for parents of 
children who are in the program so they can help their children reach each child’s 
full potential. The Library-Museum-Head Start Partnership Project was designed 
to do just that. Thus, it provides additional resources, materials, training and tech¬ 
nical assistance, and demonstration support to promote literacy and parenting 
skills. It also recognizes that literacy should be promoted in an atmosphere that 
encourages developing skills across generations (Head Start, 1993). (Head Start. 
Creating a 21st Century Head Start, Final Report of the Advisory Committee on 
Head Start Quality and Expansion, 1993.) 

The bottom line is that the greater the involvement and effort expended by the 
parent, the greater the gain for the child. This involvement covers a range of ac¬ 
tivities: from the parent and other family members spending time with the pre¬ 
school child in the classroom, library, or some other site where partnership activi¬ 
ties may be taking place, to learning specific techniques for fostering the child’s 
development. Regular communication with the home is an important sustaining 
aspect of the reinforcement and linkage between home and classroom. It must be 
made clear to parents that the Head Start teachers and other staff members rely on 
learning from parents also—the learning process is a two-way street. The Head 
Start staff and partnering resource persons such as librarians may know about re¬ 
sources and techniques that parents can use, but the parent knows the most about 
the child and what he or she brings to learning. Steven Herb and Sara Willoughby 
Herb suggest sending home the words to favorite songs or rhymes that are apt to 
be repeated at home; then members of the family can join in. The Herbs also sug¬ 
gest sending home a note with a paper butterfly attached and explaining that it 
was a follow-up result of reading a book titled The Very Hungry Caterpillar. As a 



127 



special event, they suggest a family storytelling meeting at which parents tell 
about “when I was a preschooler like you.” 

Parent in the Classroom 

When the parent has the opportunity to work in the classroom with a group of 
children, she or he begins to see how many chances there are to build language 
comprehension and use: playing with words, naming objects, observing feelings 
and reactions, and associating concepts with words. Parents can be enlisted and 
trained to read and tell stories to children in some of the children’s native lan¬ 
guages that no one on the Head Start staff or the library staff can speak. The 
Library-Head Start Partnership in Oakland, California, trained some 20 volun¬ 
teers to work with children on reading and storytelling in a dozen or so Asian 
languages. Parents can also be successfully involved in summer programs offered 
by the library in collaboration with museums, parks and recreation units, and 
zoos. 

With the assistance of the library partner, parents can be shown how to select 
a good book for a child. (See Chapter 2 on “Materials Selection and Acquisition,” 
and also see Appendix B for the script from Part III of the Library Head Start 
video outlining the characteristics of a good book.) Parents of Head Start children 
who have younger siblings can be shown how to bring an infant for a story¬ 
time—often referred to in “librarianese” as a “lapsit” program. This involvement 
provides an opportunity for the youngest baby to listen, move to music, and imi¬ 
tate sounds while the mother learns by watching how to stimulate mental devel¬ 
opment in her very youngest child. Much valuable information about parenting 
skills can be woven into the information about emergent literacy and language 
development. 


Home Visits by Head Start Teacher 

The Head Start policy regarding parents states that each grantee is required to 
make home visits a part of its program—when parents permit such visits. Teach¬ 
ers should visit parents of summer children a minimum of once; in full-year pro¬ 
grams, they should make at least three visits, if the parents have consented to such 
home visits. Policy further states that Head Start staff members should develop 
activities that can be used at home by other family members and that will rein¬ 
force and support the child’s total Head Start experience. This policy supports the 
fact that all parents want to ensure that their children have every advantage in life, 
but many parents need help in creating the opportunities for learning experiences. 


128 


Family Literacy 



Contrary to the belief that raising children “comes naturally, ” 
there is growing recognition that being a parent is an 
extremely demanding job. This job requires 
skills which can be learned. 

—Early Childhood Family Education, Minnesota Department of Education 

Further resources that describe use of books in the Head Start program and 
give tips for parents relating to developmental skills can be found in these: 

• Herb, Steven, and Sara Willoughby-Herb. Using Children's Books in 
Preschool Settings: A How-to-Do-It Manual. New York: Neal-Schuman, 

1994. 

• U.S. Department of Education. Early Childhood Growth Chart. From the 
America Reads Challenge: Ready* Set*Read Early Childhood Learning Kit. 
Washington, D.C.: U.S. Department of Education, 1997. 

• Essentials for Child Development Associates Working with Young Children. 
Edited by Carol Brunson Phillips. The CDA Professional Preparation 
Program, Council for Early Childhood Professional Recognition, 1991. 

• Public Libraries: Partners in Achieving School Readiness for Our Nation’s 
Children. Nespeca, Sue McCleaf; Ellen Fader; and Bessie Condos Tichauer. 
Chicago: Association for Library Service to Children, American Library 
Association, 1995. 

• Programming for Young Children: Birth through Age Five. Prepared by 
Carole D. Fiore with assistance from Sue McCleaf Nespeca. Chicago: 
American Library Association, 1996. 

• Programming for Introducing Adults to Children’s Literature. Prepared by 
Carole D. Fiore. Chicago: American Library Association, 1994. 

• Born to Read: How to Nurture a Baby’s Love of Learning. Includes a planning 
manual and video. Chicago: American Library Association, 1997. 

With development skills in mind, for many Head Start programs, the home 
visit provides a good opportunity to demonstrate and support parent-child literacy 
interactions. Further, home visitors must establish literacy promotion as a priority; 
must plan literacy activities, which involve the parent and child for some portion 
of their visit; and must take time to demonstrate and reinforce parent practices 
that promote literacy. (Promoting Family Literacy Through Head Start.) 


Family Literacy 


129 



Literacy Begins at Home 


25 Ways to Make Sure Reading Runs in the Family 

In recent years, we’ve seen no shortage of institutes and initiatives that en¬ 
courage librarians to develop partnerships with childcare providers. But, there’s 
one key constituency that has gotten far less attention: families. 

Important programs like the Library of Congress’s Library-Head Start 
Partnership have spread the word about cooperative planning from coast to coast 
via regional workshops and conference programs. And ALA recently published a 
book, Achieving School Readiness: Public Libraries and National Education 
Goal No. 1 (Chicago, 1995), that contains a prototype for outreach to caregivers. 

We need to realize, however, that reading to children in library or daycare 
settings is not enough. Reading, writing, and other literacy activities must be rein¬ 
forced at home. When parents or guardians take this kind of active role, children 
have a better chance to become avid readers and are likely to do better in school. 

The Daycare Connection 

Many librarians already present programs at daycare, preschool, and Head 
Start centers so they can reach a greater number of children. But they may not be 
aware that these sites also offer an excellent opportunity to talk directly to parents. 
Ask caregivers if you can speak to groups at parent meetings and family nights. 
You’ll only need a few moments to convey the importance of reading aloud to 
children and sharing language, songs, and literacy activities. You can also use 
these meetings to model story-sharing techniques and preview books that parents 
can use to support literacy activities at home. 

Besides parent meetings, there are other ways you can collaborate with day¬ 
care providers to help families. 

Resource Sharing. Share your professional resources and expertise with day¬ 
care providers on a variety of topics: fmgerplays, songs, open-ended art projects, 
and math and science activities. You should consider keeping a deposit collection 
of these resources at childcare sites or a county education office, or allow caregiv¬ 
ers a longer loan period for materials they check out from your collection. Besides 
creating activities for their own centers, they can suggest to parents activities to 
do at home. 

Adult Literacy Referrals. Some parents lack the necessary literacy skills to 
help their children. Fortunately, daycare providers are often alert to these situa- 


130 


Family Literacy 




tions. Make sure they know to direct parents to library or community literacy pro¬ 
grams. And, be prepared to suggest materials appropriate for new adult readers. 

Publications. You can create a simple newsletter that lists new books, pro¬ 
grams, and literacy activities. Give a master copy to each center so they can 
photocopy and distribute them to families. This way, your newsletter will reach 
those who don’t use the library regularly. 

Booklists and bookmarks are another way caregivers can recommend helpful 
library materials to families. It’s also a quick way for you to let parents know 
about upcoming library programs created especially for young children. 

Communication. This is one of the most vital elements in any partnership. 
You should meet with daycare providers on a regular, scheduled basis several 
times a year. At minimum, you should contact providers in August before most 
centers open for the school year and when year-round sites are gearing up for the 
new season. This will give you the chance to share new books, get the schedule of 
upcoming parent meetings, and learn well in advance of any special subject re¬ 
quests that caregivers will make. 

Bright Ideas for Family Programs 

When forging partnerships with childcare providers, don’t forget about par¬ 
ents. Here are 25 ideas for family programs, many of which reinforce the impor¬ 
tance of the family unit, different types of families, and different cultures. These 
literacy-building programs can be held in any library or daycare center, and many 
include home activities, too. Several are craft projects that allow children to share 
their family history and traditions with other children. You may want to adapt this 
list of programs and their related resources to create your own handout for 
providers. 

1. Writing Centers. To provide opportunities for literacy activities, daycare 
centers and libraries can set up writing and drawing centers—and encourage 
families to create their own center at home. Different kinds of paper, cray¬ 
ons, markers, letters to trace, and an old typewriter are just a few of the 
items to include. You’ll want to avoid worksheets because they don’t give 
children much room for creative expression. The goal of any writing center 
should be to provide materials that support a print-rich environment, not rote 
learning. 

2. Children as Authors. Children love to make up their own stories. Encour¬ 
age families to write down their children’s stories and have the children il¬ 
lustrate them. For a joint library-daycare project, ask children to dictate a 
family story, trip, or event at their center or to their parents at home. Once 


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the stories are illustrated, display them at the public library for everyone to 
see. You can present a small prize or ribbon to each child who creates a 
story. 

3. Family Bookmaking. Show caregivers how to help children create home¬ 
made books or host a program at your library to let families make their own 
books there. For the youngest children, families can make tactile books. 
Using sturdy poster board pages with rounded comers, attach a different 
type of material (corduroy, satin, felt, foil, velvet, sandpaper, etc.) to each 
page. For preschool and early primary children, consider pop-up books or 
other type of movable book, such as accordion books or tab books, which 
fascinate young children. 

Evans, Joy, and Jo Ellen Moore. How to Make Books with Children (2 
vols.). Monterey, Calif.: Evan-Moor, 1985 and 1991. 

Evans, Joy; Kathleen Morgan; and Jo Ellen Moore. Making Big Books with 
Children. Monterey, Calif.: Evan-Moor, 1989. 

Irvin, Joan. How to Make Super Pop-ups. New York: William Morrow, 
1992. 

Johnson, Paul. Literacy through the Book Arts. Portsmouth, N.H.: 
Heinemann, 1993. 

Ketch, Susan. Making Books for Winter. (Also Making Books for Fall.) 
Greensboro, N.C.: Carson-Dellosa Publishing, 1992. 

Ling, Patricia. Making Books for Spring and Summer. Greensboro, N.C.: 
Carson-Dellosa Publishirtg, 1992. 

4. Open-Ended Art Projects. You can provide “recipes” for different art 
media and let families experiment with these media at the library before 
planning their own special projects at home. Display finished projects at the 
library or daycare center. To connect art with literature, share picture books 
with especially striking illustrations, such as those by Denise Fleming, Lois 
Ehlert, or Eric Carle, and have families imitate their techniques. 

Bos, Bev. Don’t Move the Muffin Tins: A Hands-off Guide to Art for the 
Young Child. Roseville, Calif.: Tum-the-Page Press, Inc., 1978. 

Brashears, Deya. Dribble Drabble: Art Experiences for Young Children. 
(Also More Dribble Drabble.) Mt. Rainier, Md.: Gryphon, 1985. 

Fleming, Denise. Painting with Paper. Holt, 1994. 


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Kohl, Mary Ann. Scribble Cookies. Bellingham, Wash.: Bright Ring, 1985. 

Wilmes, Liz, and Dick Wilmes. Exploring Art. Elgin, Ill.: Building Blocks, 
1986. 

5. Library Card Sign-up Month. Pick a month and make an extra effort to 
get families with children in daycare to sign up for library cards. (You may 
want to choose September, ALA’s designated “Library Card Sign-up 
Month.”) If possible, hold this event at the center and have families make a 
follow-up visit to the library. If you can get financial support, give each 
family a coupon for a free paperback picture book or ticket to a special pro¬ 
gram when they first come to the library. 

6. Family Book Bingo. I adapted this idea from a program by Carol Carmack 
at Stark County (Ohio) District Library. You can make book bingo cards 
and have caregivers distribute them to each family. Make a grid of 25 boxes 
(five across and five down), and write a different task in each box (e.g., 
“Read an Alphabet Book,” “Attend a Library Storytime,” “Read a Family 
Story,” etc.). Once families have completed “bingo,” invite them to a special 
performance at the library like a puppet show or movie. 

7. Family Puppet Shows. After staging a puppet show, hold a “make-it/take- 
it” puppet session for families and caregivers. You can create puppets out of 
simple household items such as paper bags, paper plates, cardboard tubes, 
envelopes, spoons, egg cartons, socks, mittens, etc., which families can help 
supply. You may want to provide simple puppet scripts or encourage fami¬ 
lies to write their own. Parents can take these easy puppets home for family 
puppet shows or donate them to their daycare center for children to use 
there. 

Hunt, Tarara, and Nancy Renfro. Pocketful of Puppets: Mother Goose 
Rhymes. Austin, Tex.: Nancy Renfro Studios, 1982. 

Shelton, Julie Catherine. Puppets, Poems & Songs. Carthage, Ill.: Fearon, 
1993. 

Sierra, Judy. Fantastic Theater. New York: H. W. Wilson, 1991. 

Warren, Jean. 1-2-3 Puppets. Everett, Wash.: Warren, 1989. 

Wright, Denise Anton. One-Person Puppet Plays. Englewood, Colo.: 
Libraries Unlimited, 1990. 

8. Senior Citizen Volunteers. Train senior and grandparent volunteers to tell 
stories and share fingerplays, songs, and other language activities with 


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young children. Volunteers can then take these programs to daycare centers 
and expand your library’s outreach efforts. 

9. “Invite Your Grandparents.” Have children invite a grandparent or older 
friend to a special library program. Early childhood centers can host a spe¬ 
cial day for grandparents, or they may wish to have the child invite a grand¬ 
parent to celebrate his or her birthday at the center. The friend may read a 
book or share a personal story. (You can provide caregivers with suggested 
books for these older friends to read.) Make sure you advertise that this is a 
program for a grandparent or an older friend, so that children whose grand¬ 
parents are dead or live far away will not feel excluded. 

10. Creative Dramatics. Numerous picture book stories and folktales (e.g., 
Goldilocks and the Three Bears, Little Red Hen, etc.) lend themselves well 
to creative dramatics. Actions or movement in the stories can easily be acted 
out even by preschoolers. You can add simple props or costumes, but 
they’re not necessary. Children enjoy dramatizing stories over and over 
again and will want to perform them for family members, which can be 
done either at the library or daycare center. 

11. Poetry, Rhyme, and Rap. Parents should introduce poetry and rhyme to 
children as early as possible and continue throughout the early years. Many 
picture books are written in rhyme, and some books just beg to be rapped! 
There are also excellent poetry books for young children. Introduce caregiv¬ 
ers and families to some of these fine choices for read-alouds. Children love 
to chime in along with familiar books or rap some of their favorite stories. 
You may even want to hold a rap contest for families. 

Picture Books 

Agell, Charlotte. Dancing Feet. San Diego: Harcourt, 1994. 

Aylesworth, Jim. Old Black Fly. New York: Holt, 1992. 

Carlstrom, Nancy White. Rise and Shine! New York: HarperCollins, 1993. 
Cuarino, Deborah. Is Your Mama a Llama? New York: Scholastic, 1989. 
Oppenheim, Joanne. You Can 7 Catch Me! Boston: Houghton, 1986. 

Easy Poetry 

Hoberman, Mary Ann. Fathers, Mothers, Sisters, Brothers. Boston: Little, 
Brown, 1991. 


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Hopkins, Lee Bennett. Side by Side. New York: Simon & Schuster, 1988. 
Kennedy, X. J. Talking Like the Rain. Boston: Little, Brown, 1992. 
Prelutsky, Jack. Beneath a Blue Umbrella. New York: Greenwillow, 1990. 

Rap 

Jorgensen, Gail. Crocodile Beat. New York: Bradbury, 1988. 

King, Bob. Sitting on the Farm. New York: Orchard, 1992. 

Loveless, Liz. 1, 2, Buckle My Shoe. New York: Hyperion, 1993. 

Martin, Bill, and John Archambault. Chicka Chicka Boom Boom. New 
York: Simon & Schuster, 1989. 

Nickola-Lisa, W. Bein ’ with You This Way. New York: Lee & Low, 1994. 

12. Music Programs. All family storytimes should include music or a sing- 
along. Share music books, song picture books, and musical cassettes with 
families as well as caregivers, who can create musical programs for their 
own centers. Giving families song sheets/lyrics of favorite songs heard at 
the library or center encourages families to sing songs at home. You can 
also make simple musical instruments with children or share resources with 
parents so families can make them at home. 

Family Music Programs 

Marino, Jane. Sing Us a Story. New York: H. W. Wilson, 1994. 

Songbooks 

Beall, Pamela Conn. Wee Sing (series). Los Angeles: Price Stem Sloan, 
1986-1998. 

Glazer, Tom. Eye Winker, Tom Tinker, Chin Chopper. New York: 
Doubleday, 1973. 

Raffi. The Raffi Singable Songbook. New York: Crown, 1988. 

Warren, Jean. Piggyback Songs (series). Everett, Wash.: Warren, 1983— 
1997. 

Wirth, Marion, et al. Musical Games, Fingerplays, Rhythmic Activities for 
Early Childhood. Englewood Cliffs, N.J.: Prentice Hall, 1983. 


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Song Picture Books 

Beck, Ian. Five Little Ducks. New York: Holt, 1993. 

Birdseye, Tom, and Debbie Birdseye. She ’ll Be Comin ’ Round the 
Mountain. New York: Holiday, 1994. 

Raffi. Several titles including Spider on the Floor, Wheels on the Bus, and 
Down by the Bay. New York: Crown. 

Rounds, Glen. I Know an Old Lady Who Swallowed a Fly. New York: 
Holiday, 1990. 

Trapani, Iza. The Itsy Bitsy Spider. Boston: Whispering Coyote Press, 1993. 

Simple Instructions 

Cowling, Tania. Shake, Tap, and Play a Merry Tune. Carthage, Ill.: Fearon, 
1992. 

Palmer, Hap. Homemade Band. New York: Crown, 1990. 

13. Flannel/Magnetic Board Sets. I’m sure every librarian and caregiver 
wishes they had more flannel or magnetic board sets. With a little advice 
and suggested resources, families can enjoy making a flannel board set to 
donate to libraries or centers. You’ll find simple patterns in copyright-free 
books. 

Briggs, Diane. Flannel Board Fun: A Collection of Stories, Songs, and 
Poems. Metuchen, N.J.: Scarecrow Press, 1992. 

Sierra, Judy. The Flannel Board Storytelling Book. New York: H. W. 
Wilson, 1987. 

Sierra, Judy, and Robert Kaminski. Multicultural Folktales: Stories to Tell 
Young Children. Phoenix, Ariz.: Oryx, 1991. 

14. Sign Language. Families can benefit from learning simple sign language at 
classes held in the library. (Be sensitive to those attending who are hearing- 
impaired—they may not be able to hear the instructor and will need a differ¬ 
ent type of assistance.) For story programs in libraries or daycare settings, 
teach children the sign or signs for one or two simple words that repeat often 
in a story or song and have them sign those words with you when you say 
them. Children will love to teach these signs to other family members. 

15. Stories about Families. Introduce picture books or stories emphasizing dif¬ 
ferent types of families at library and daycare storyhours. Make sure that 


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caregivers know about the wide range of books that are available in this 
area. 

16. Multicultural Literature. In story programs, use multicultural literature or 
picture books that depict children from a variety of ethnic groups whenever 
possible. Have families share with their children folktales from their country 
of origin. You can provide lists of folktale titles organized by country. Day¬ 
care providers should encourage children to act out some of these folk takes 
through creative dramatics. 

17. Fun Family Folklore. I’ve adapted this suggestion from a program by 
Stephanie Gildone at Conneaut (Ohio) Carnegie Public Library. Ask parents 
to share a story or bit of family folklore from their past with their child. 

Have them record the story so their child can share it with other children in 
the group. If possible, make a booklet with all the children’s stories, includ¬ 
ing a family photo with each one. 

18. Meet My Family. Have each family create a book by answering a set of 
questions (e.g., How many people are in your family? What are their names? 
Do you have any pets? What is a favorite family activity? etc.). They can 
illustrate their book or paste in family photos. 

19. Family Favorites. Have each family make a poster of their favorite things: 
food, movies, TV shows, books, etc. Libraries and centers can create dis¬ 
plays with photos or drawings of family members enjoying these favorite 
things. 

20. Family Calendars. This is a good project for December. Staple together 
calendar pages for the next year, leaving the top part of each page blank. 
(You may want to include the name of a few good books to read during each 
month.) Have families draw pictures or attach photos of family activities 
done during each month. They can also mark important dates. 

21. Growing a Family Tree. Have each child make a family tree. Provide a 
small flower pot or coffee can for each child, and add soil and a twig, stick, 
ruler, pencil or other object to hold photos or drawings of each family mem¬ 
ber. Invite children to share their family tree with other children by telling 
something about each family member. 

22. “Getting To Know Me.” This idea comes from Jan Smuda at Project 
LEAP, Cuyahoga County (Ohio) Public Library. Cover and decorate a shoe- 
box. Send it home with a different child each day (or week) with a note 
asking parents to fill it with pictures or special objects that tell something 
about the family. 


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23. Favorite Food Festival. Invite families to a special program, and ask them 
to bring their favorite food, cookie, or healthy treat to share with other fami¬ 
lies. Encourage them to have their young children help make the food. Make 
sure they bring copies of recipes to share! 

24. Family Celebrations. Each family has special holidays they celebrate. Pick 
any time of the year and ask children to share how their family celebrates 
their favorite holiday or event. They may wish to bring along a related 
show-and-tell item or ask a family member to come and share information. 

25. Family/Center Storytimes. Host an exclusive storytime program for each 
daycare center at the library, inviting only caregivers and families from that 
center. The center receives its own special library day, and families from 
that center are honored guests. 

Bringing Families into Focus 

By trying one or several of these ideas, you can establish a vital partnership 
with leaders of the childcare and education community in your area. Through in¬ 
formation sharing and collaborative programming, you can enhance the emergent 
literacy skills of young children when you remember to focus on the family! 

Source: Nespeca, Sue McLeaf. School Library Journal, May 1996. 

Now that you have a solid understanding of the uses of literature to help chil¬ 
dren attain social competence, you will want to work with parents because they 
are the children’s first teachers. For instance, you may want to make and distrib¬ 
ute a simple list of tips for parents, along with a short list of books for parents. 
Following are some sample tip sheets adapted from the ALSC/ALA (1996) pam¬ 
phlet that you can copy and distribute to parents at different times: 

Born to Read: How to Raise a Reader 

Sharing books ... 

Helps create a special bond between parents and children 
Introduces children to art through the illustrations 



Enhances children’s listening skills 
Introduces children to a wide variety of experiences 
Helps prepare children for learning to read 
Improves and enriches the quality of children’s lives 


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Provides fun and enjoyment for children and adults 
When to share books ... 

Begin when your child is bom 

Set aside a special time each day, such as naptime, bedtime, or after meals 

Share books when you and your child are in a relaxed mood 

Limit sharing time if your child becomes fussy or restless 

Take advantage of waiting times to share books—on trips, at the doctor’s 
office, in line at the grocery store 

Soothe a child who is sick or cranky 

How to share books ... 

Find a comfortable place to sit 

Recite or sing rhymes from your favorite books 

Turn off other distractions—television, radio, or stereo 

Hold the book so your child can see the pages clearly 

Involve your child by having her or him point out objects, talk about the 
pictures, or repeat common words 

Read with expression 

Vary the pace of your reading—slow or fast 
Find other titles by authors and illustrators whom you like 
Have your child select books to read 
Reread your child’s favorite books whenever asked 
And remember... 

Be enthusiastic about books 

Be an example for your child—let her or him see you read books too 

Keep a wide selection of reading materials at home 

Be aware of your child’s reading interests 

Give books as presents 

Begin to build a child’s home library 


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Get to know the children’s librarian at your local public library 

Use your local library regularly and register your child for a library card 

Source: Adapted from Born to Read: How to Raise a Reader pamphlet from the American Library 
Association, 1996. (Spanish language version pamphlet, American Library Association, 1998.) 

Another good example of tips for parents and early childhood caregivers that 
can be adapted and distributed is adapted from Books Aloud!: Experiencing Books 
and Reading Aloud with The Free Library of Philadelphia (1995-1997): 

How to Select Books for Reading Aloud 

• Choose books appropriate for the age of your child. 

• Choose only the stories that you like. 

• Look for interesting, unusual stories. 

• Choose books with large, attractive illustrations; with bright, bold, clear 
colors; and with appealing format of print, design and composition. 

• Start with short books and move to longer stories as the children’s attention 
span increases. 

• Use your local library for materials. 

• Ask the Children’s Librarian for help in selecting books and stories. 

• Prepare more stories than you think you will use. 

• Remember that nothing but the best is good enough for a child. 

• Use a variety of books including fairy tales, folk tales, Mother Goose, word¬ 
less books, alphabet and counting books, poetry, and true books. 



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Many things can conspire against parents as they try to provide 
children with the attention and stimulation they need 
to develop. Parents are often stretched for 
time and resources, and can use 
all the help they can get. 

As I’ve been saying for years, it does take a village to raise a child. 

That’s why we can all work together to make sure parents have the 
tools they need to raise their children—whether it is providing 
information about the importance of reading and talking 
to children in the early years, strengthening prenatal 
care, expanding Head Start, or ensuring access 
to affordable, high-quality child care. 

Our children have so much potential to grow and thrive throughout 

their childhood. Wherever there is patience, love, and commitment, 
the window of opportunity for raising a healthy, happy and 
well-adjusted child never closes. 

—Hillary Rodham Clinton 

Source: “Doing the Best for our Kids,” Newsweek Special Edition, Spring/Summer 1997. 

Family Literacy Programs 

We have talked about and described family literacy programming in several 
parts of this manual. Here we want to focus on the family literacy sessions that are 
actually a part of parent training rather than on events to be enjoyed through inter¬ 
action with the children. Some elements of parent training may have a wider 
scope in family literacy programming, which will make those elements very 
similar to the parenting programs described earlier. 

Incentive is a major component when recruiting and retaining families for 
family literacy. A great proportion of illiterate persons who want to improve their 
skills are parents who want to learn to read so that they can read to and with their 
children and can help the children get ahead in school. Through participating in 
such programs as library-based family literacy, adults with children in their care 
find that literacy helps their parenting and that parenting skill provides more and 
more reasons for those parents to be literate. Library-based family literacy pro¬ 
grams tend to be more flexible and more fun than the adult-only, technique-based, 
and highly structured workbooks common to other programs. Library-based pro¬ 
grams affirm that there is no single way to become a reader. 


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One of the most successful demonstrations of the library-based, children’s 
literature-based family literature programs has been carried on for many years by 
Dr. Carole Talan. She pioneered the program for the California State Library, and 
it is now operated with the collaboration of several other state departments, 
including the Department of Corrections. In San Quentin and other high security 
institutions, mothers and fathers with limited reading ability learn by reading to 
and with their children when family visits take place. Tutoring and training take 
place in individual and group sessions, which are a combination of parenting 
training and family literacy training. The parents practice with picture books that 
they and their children can enjoy together. These picture books have proved to be 
valuable springboards for discussion of values, problems, customs, cultural differ¬ 
ences, feelings, and family relationships. 

In preparing to practice the role of the child’s first teacher and model of 
learning and of literacy behavior and benefits, the parent or other adult role model 
must first examine his or her own attitude toward learning, toward school, toward 
rules, and toward books and reading. If these things are valued by the model, the 
child is likely to value them. The parent or caregiver must also try to think and 
talk positively about the child’s efforts and chances for success. High expectations 
by the parent often lead to high performance; and conversely, low expectations 
can be a self-fulfilling prophecy and can lead to failure. A low sense of self-worth 
is devastating and destructive baggage for a young child to be saddled with. Adult 
despair and a sense of hopelessness quickly infect the child, and the attitude of 
“What’s the use” is a quick route to a lack of confidence, an unwillingness to try, 
and a failure in reading and in most other worthwhile efforts. Positive, as opposed 
to defeated and negative, thinking by the adult is extremely important. Raised 
voices and violence likewise are the enemies of good development and growth. 

Above all, it is vital that parents or caregivers try to instill in the child that 
most good things in life require patience and time. We give time to those things 
we value. Attentive listening by the adult takes time, and parents must try to be a 
model of this first one of the language skills: attentive listening. 

It is important for librarians, Head Start staff members, and other tutors or in¬ 
structors or leaders in family literacy to listen carefully to the parents’ feelings 
about their child’s literacy, to learn why literacy is important to them, and to an¬ 
swer the spoken and unspoken questions about how parents can support the effort. 
You should encourage discussion and help parents to act positively on sugges¬ 
tions and insights. Parents need to understand that a child’s opinions and concerns 
should be respected and that answering a child’s questions is important. During a 
family literacy session at the library, or even in a classroom site, you should try to 
show parents how to use a dictionary and a first-rate children’s encyclopedia. 


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Different Books for Different Ages 

Birth to 1 year—Sing lullabies and songs: 

• Have picture books that are clear, bright, simple. 

• Use books with one or two pictures per page so it is easy for baby to focus. 

• Use board or plastic books with easy-to-tum pages. 

1 to 2 years—Introduce clapping rhymes and knee bounces: 

• Have wordless and word list books. 

• Present simple “good night” books. 

• Study “feely,” scented, and squeaky books. 

2 to 3 years—Tell stories that repeat catchy phrases: 

• Use sturdy pop-up and pull-tag books. 

• Present short stories with few words and many pictures. 

• Read stories about everyday events. 

• Show ABC, counting, color, and shape books. 

3 to 5 years—Introduce nonfiction: dinosaurs, trucks, farm animals: 

• Use simple folktales. 

• Tell longer stories and show more detailed pictures. 

• Let the child choose books of interest to him or her. 

• Read stories that can be acted out. 

Beginning readers—Include short stories, few words per page, and 
pictures that match text: 

• Read books that interest the child. 

• Use real life stories and simple biographies. 

• Include joke and riddle books. 

• Present simple magazines. 

Continue reading to your child after he or she begins to read. Choose books at 
a somewhat higher reading level than your child’s. Try reading multi-chapter 
books by reading one chapter every evening. 


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Continue reading to your child after he or she begins to read. Choose books at 
a somewhat higher reading level than your child’s. Try reading multi-chapter 
books by reading one chapter every evening. 

Fifty percent of intellectual development occurs 
between birth and four years of age . 

—Ruth Bowdoin 

Source: Secrets “Every” Parent Ought to Know but Often Doesn’t ..., Nashville, Tenn.: Webster’s 
International Inc., 1990. 

Linking Head Start to Home 

Stress in all family literacy programs that having books around at home 

(1) makes for an environment in which ideas and creativity are always at hand and 

(2) helps to create readers. This goal is very doable when the Library-Head Start 
Partnership is established. Once a child comes to know and to like certain authors 
and illustrators, those people and their creations become a part of the child’s life. 

A book in which children can recognize some of their own characteristics, feel¬ 
ings, and experiences makes them feel that they are truly part of a large human 
family, as well as their own personal family. 

It is very empowering to parents to know that they can have such a major and 
positive affect on their child’s development and future. Such empowerment builds 
their own expectations of self and the sense of a brighter future for their children. 

Everything possible should be done by Head Start staff members and by their 
library and museum partners to ensure that linkages are built between the Head 
Start classroom and the home, as well as other community sites. This linkage 
seems to come about most surely when parents and primary caregivers are 
warmly welcomed at all times into the Head Start classroom and are involved 
with their own children and classmates. The Library-Head Start video gives a fine 
example of how a 4-year-old’s volunteer father followed up at home some of the 
interests his son had developed in the classroom: a craft featuring a sculptured 
stegosaurus, plus a picture cookbook that the boy took home to his mother. The 
son and his father watched a video on TV about a dinosaur; then the boy and his 
mother prepared a nutritious lunch from the cookbook. Seeing his mother reading 
a Spanish-language magazine of her own, the boy interrupted her to read his book 
to him—a dinosaur book. Projects initiated at home by a family visit or a vacation 
trip can go the other direction and can be followed up in the classroom with the 
addition of some library and museum materials. 


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Intergenerational Programs 

It is helpful and important for the Head Start staff to become familiar with the 
significant people and events in a child’s life—grandparents, siblings, neighbors, 
and other caregivers and friends. It is also helpful for children to see parents act¬ 
ing upon what they have read and being aware that books change attitudes and 
opinions. Children need to become aware that habit and routine play a part in 
emergent literacy. The child notices that mother slips a paperback book or maga¬ 
zine into her tote bag when going for a visit to the clinic or some other place 
where she will have to wait. The child notices that father brings home a book to 
study for license requirements. Newly arrived from another country, a grand¬ 
mother or an uncle talk about the importance of their learning to speak and read 
the mainstream language of the country, while at the same time sharing books, 
newspapers, and stories in the home country’s language with small children to 
help them maintain a bilingual, bicultural view of life and their identity. 

Programs for parent and child centers can be delightfully intergenerational. 
Parent and child centers and family resource centers are more and more being 
found in libraries, and such centers make great sites for family literacy and other 
types of parenting programs. Again, it is vital to keep in mind the tremendous 
potential that library programs related to Head Start have for beneficial overflow 
into the lives of a Head Start child’s family. This influence on family life is very 
much in keeping with the Head Start idea. All types of parenting programs, in¬ 
cluding those focused on family literacy interactions and tutoring, can help par¬ 
ents and primary caregivers with older as well as younger children. 

Tips for Parents and Caregivers (collected from a variety of sources) 

These additional tips have been gathered from a variety of sources: 

• Your child is never too young to be read to! Start when your child is still an 
infant. 

• Stuff a few books in the diaper bag so that they are handy at all times. 

• Remember, even when your children can read, they still need to be read to. 

• Once your child knows how to read, encourage him or her to read to others. 

• Read more about people, places, and things you see on television. 

• Keep plenty of reading materials around the house. Put children’s books on 
low shelves. 

• Give books as gifts. Let children know you think books are special. 

• Read more about exhibits in museums. 


Family Literacy 


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• Read to your child anytime and any place: at the bus stop or while waiting at 
the doctor’s office. 

• Read the title and the author’s and illustrator’s names. 

• Point out pictures, shapes, colors, and page numbers. 

• Let your child turn the pages. 

• Follow the words with your finger. 

• “Read” wordless books to your child, and have your child “read” them to you. 

• Get involved in your child’s school. If you show an interest, your child will 
know the home-school connection is important and will appreciate your 
support. 

Research shows that children who have been exposed to reading 
before they begin school are more likely to do well in school 

—U.S. Department of Education 


National Governors’ Association compiled these figures about students who 
participated in good preschool programs that involved parents: 

31 % Reduction in juvenile correction rates 

35% Greater high school graduation rate 

36% Higher employment levels 

45% Lower adolescent pregnancy rates 

90% Fewer special education placements 

Source: Report on Education of the Disadvantaged, 1995. 


A recent study showed that the most important predictor of later 
success in children is the amount of language spoken in the 
home. The more words and language a child can acquire 
from the time he is born to the age of three, the more 
likely that child will be successful in school and 
adulthood. That’s why you are trying to make 
reading such a part of a child’s life from 
the very beginning. It’s not just nice; 

it’s critical. 

—Steven L. Herb, Pennsylvania State University 


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Parenting Events and Programs 

In addition to home visits by you when possible, you should consider work¬ 
shops and programs for parents. These events can be held at your Head Start site, 
at the library, or at the museum. They need to be offered at times that are con¬ 
venient for parents to attend, which may be in the evening or on the weekends. 
There are some advantages to taking the parent workshops outside the Head Start 
site. One is that meeting room space may be available at the library or museum. 
Parents will also get the idea that the Head Start program and all it stands for can 
take place both outside and inside the four walls of a classroom. They will begin 
to understand that the entire community is there to support them and their 
children. The change of location gives the librarian and the museum educator an 
opportunity to promote some of the services they offer in their institutions. For 
instance, the librarian may talk about other family programs the parents can 
attend, may introduce other services such as literacy programs, and may distribute 
information about careers and educational opportunities for parents. Museum 
educators can discuss “free” days for families, introduce games that can be played 
in the museum, and demonstrate some lessons that can be learned from the 
exhibits. 

Giving the parents an opportunity to go on a tour and later to find their way 
around the library and the museum is an added bonus. Often these institutions can 
be daunting, and a guided tour can be a fine introduction to another community 
resource. The advance preview for parents allows them to ask questions so they 
can feel comfortable on a next visit that may be on their own or with their family. 
Learning to ask questions at the information desks in the library and museum is a 
giant step forward for many families. 

In preparing a parent workshop, you may want to heed the advice of Dr. 
Carole Talan. She has a list of “F” words that she uses in her family literacy 
workshops: Free, Fun, Food, Focused, Flexible, and Fast-moving. These same F 
words can be used in planning any kind of workshop for Head Start families, be¬ 
cause they recognize that parents have time constraints, that the topic to be cov¬ 
ered should be targeted to one specific point, and that a warm sense of humor can 
be used to make a serious point. Head Start parents who attend your workshops 
are already committed to helping their children succeed. We do not want to add a 
layer of guilt to an already dedicated parent. Remember that it’s not what we say, 
but how we say it that will make the difference to parents in a successful work¬ 
shop. 

“I Am Your Child” is a national public awareness and engagement campaign 
to make early childhood development a top priority for our nation. It began in 
1997, and we hope it will continue to be recognized because it involves a broad 
range of experts from the early childhood fields and a number of national organi- 


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zations that are participating in the campaign. The Families and Work Institute is 
coordinating the outreach activities for the effort. Free brochures on what parents 
and caregivers can do to promote young children’s healthy development can be 
found on the I Am Your Child Web site at <www.iamyourchild.org> or by writ¬ 
ing to I Am Your Child, 1010 Wisconsin Avenue, NW, Washington, DC 20007. 
Among the materials available for parents are “Ten Tips for Raising Happier, 
Healthier Children,” which is included at the end of this chapter. 

Home and Community Roles for Siblings and Other Family Members 

The following research findings are adapted from Parent/Child Interaction and 
the Pursuit of Literacy (1992): 

• Family relations are a better predictor of a child’s attitude toward school than 
socioeconomic status. 

• The single, most important factor in parental influence and academic success 
is the expectation held by parents for the educational attainment of their child. 
Parental influence on educational aspirations exceeds peer influence by a ratio 
ranging from 2:1 to 8:1. 

• Positive family relations are more likely in the case of achieving than under¬ 
achieving children. Communication, understanding, and mutual acceptance 
among family members are significantly poorer for dropouts than for high 
school graduates. 

Source: Research findings adapted from Parent/Child Interaction and the Pursuit of Literacy, 
Family Literacy Conference, 1992, Champaign, Ill. 

In helping family members understand their roles, you will want to stress the 
importance of positive and healthy family traits as they relate to the Head Start 
program. These traits are adapted from Traits of Healthy Families by Dolores 
Curran and include some titles of children’s books that support the traits. The 
following list was adapted from a 1993 conference titled “Promoting Family 
Strengths Through Children’s Literature” at Northern Illinois University: 

1. Communicate and listen to one another. 

• Aliki. Feelings. Greenwillow Books, 1984. 

• Brown, Margaret Wise. The Runaway Bunny. Harper, 1942. 

• Heide, Florence Parry. The Shrinking ofTreehorn. Holiday House, 1971. 

• Joosse, B. Mama, Do You Love Me? Chronicle Books, 1991. 


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• Kraus, Robert. Leo the Late Bloomer. Simon & Schuster Books for 
Young Readers, 1987. 

• Vigna, Judith. Daddy’s New Baby. A. Whitman, 1982. 

• Viorst, Judith. Alexander and the Terrible Horrible No Good Very Bad 
Day. 2d Aladdin Books ed. Aladdin Books, 1987. 

• Zolotow, Charlotte. The Quarreling Book. HarperTrophy, 1982. 

2. Affirm and support one another. 

• Brown, Margaret Wise. The Runaway Bunny. Harper, 1942. 

• Eastman, Philip D. Are You My Mother? Beginner Books, 1993. 

• Polacco, Patricia. Mrs. Katz and Tush. Bantam Books, 1992. 

• Spinelli, Eileen. Thanksgiving at the Tapletons. Addison-Wesley, 1982. 

3. Teach respect for others. 

• Waber, Bernard. Ira Sleeps Over. Houghton Mifflin, 1972. 

• Leaf, Munro. The Story of Ferdinand. Viking Press, 1962. 

• Lobel, Arnold. Frog and Toad Are Friends. Harper & Row, 1970. 

• Minarik, Else Holmelund. Little Bear. Harper, 1957. 

4. Develop a sense of trust. 

• Lobel, Arnold. Frog and Toad Are Friends. Harper & Row, 1970. 

• Freeman, Don. Corduroy. Viking Press, 1968. 

• McPhail, David M. The Bear’s Toothache. 1st ed. Little, Brown, 1972. 

5. Have a sense of play and humor. 

• Charlip, Remy. Mother, Mother I Feel Sick, Send for the Doctor Quick 
Quick Quick. Parents Magazine Press, 1966. 

• Keats, Ezra Jack. The Snowy Day. Viking Press, 1962. 

• Noble, Trinka Hakes. (S. Kellogg, illustrator) The Day Jimmy’s Boa Ate 
the Wash. Dial, 1980. 

• Weisner, David. Tuesday. Clarion Books, 1991. 


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6. Exhibit a sense of shared responsibility. 

• Flack, M. The Story About Ping. Viking Press, 1977. 

• Hoban, Russell. Bedtime for Frances. Harper, 1960. 

• Steig, William. Doctor DecSoto. Santillana Publishing Co., 1995. 

7. Have a strong sense of family in which rituals and traditions abound. 

• Brown, Margaret Wise. Goodnight Moon. Harper, 1947. 

• Friedman, I. How My Parents Learned to Eat. Houghton Mifflin, 1987. 

• Ringgold, Faith. Tar Beach. 1st ed. Crown Publishers, 1991. 

• Rylant, Cynthia. (Stephen Gammel, illustrator). The Relatives Came. 1st 
Aladdin Books ed. Aladdin Books, 1993. 

8. Share leisure time. 

• McCloskey, R. Blueberries for Sal. Viking Press, 1976. 

• Van Allsburg, Chris. Jumanji. Houghton Mifflin, 1981. 

• Wood, Audrey. The Napping House. 1st ed. Harcourt Brace Jovanovich, 
1984. 

9. Admit to needing and seek help with problems. 

• Allard, Harry, and James Marshall. Miss Nelson Is Missing. Houghton 
Mifflin, 1977. 

• Aardema, Verna. Why Mosquitoes Buzz in People’s Ears: A West 
African Tale. Dial Press, 1975. 

• Sendak, Maurice. Where the Wild Things Are. Harper, 1963. 

• Williams, Vera B. “ More More More ” Said the Baby. 1st ed. 
Greenwillow Books, 1990. 

Fathers Are Important, Too 

Fathers have an integral role in helping children develop to their full potential. 
Programs such as the Responsible Fatherhood Initiative at the University of 
Medicine and Dentistry of the New Jersey Medical School are geared for young 
fathers and promote the importance of each father’s role in the family. The mis¬ 
sion of the initiative is to assist fathers in their ability to meet the financial, social, 
and emotional demands of fatherhood. The program offers education, employ¬ 
ment, and training opportunities for participants and families. These opportunities 


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include positive parenting, family planning, and relationship and personal coun¬ 
seling; networking, mentoring, and information sharing; and improving parenting 
skills to strengthen families. The importance of fathers can be seen in the follow¬ 
ing statistics distributed by the initiative: 

• More than 19 million children live without fathers. As of 1994, 24 percent of 
American women were single heads of households. 

• Children growing up fatherless are five times more likely to be poor and two 
times as likely to drop out of high school. They are significantly more likely 
to end up in foster homes, group homes, and juvenile justice facilities. 

• In 1993, nearly half of all black and Latino men aged 25 to 34 earned so little 
they could not lift a family of four out of poverty. 

In explaining the role of all family members, you must remember to stress that 
fathers are much more than “breadwinners, gift-givers, or disciplinarians. We 
must start to view them as having greater Human worth ... and not just as pay- 
checks.” In addition, you must stress that fathers are absolutely essential in the 
healthy development of their children’s lives. 

Children’s books have been used very successfully in teaching parenting skills 
to fathers, even in prison settings. In 1993, a 2-year project bringing family liter¬ 
acy into San Quentin Prison was undertaken by the creation of the F.A.T.H.E.R.S. 
(Fathers As Teachers: Helping, Encouraging, Reading, Supporting) program. Es¬ 
tablished under the California Families for Literacy Program in cooperation with 
several other agencies, including the State Department of Corrections, 
F.A.T.H.E.R.S.’ goals are to break the cycle of incarceration and low literacy, to 
promote conscious and positive role modeling as fathers and father figures, to 
educate fathers to become their child’s first teachers, to empower children with 
literacy skills and with self-esteem to negotiate on their own behalf, and to in¬ 
struct fathers to use children’s books to teach their children and to make a 
personal connection with them. According to Carole Talan, children’s books were 
used at San Quentin because they are 

• Fun 

• Funny 

• Entertaining 

• Colorful 

• Informational (especially for adults who have limited reading skills but need 
to gain basic information) 

• Not contrived 


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• Sources of universal morals 

• Written for all levels of reading ability, from nonreader on up 

• Culturally diverse 

• Builders of self-esteem 

• Providers of enjoyable reading practice 

• Bilingual and foreign language oriented 

Here are some titles that are used to teach parenting skills in the program at 
San Quentin: 

• Cummings, Pat. Clean Your Room, Harvey Moon! 1st Aladdin Books ed. 
Aladdin Books, 1994. 

• Roe, Eileen. Con Mi Hermano (With My Brother). 1 st American ed. Bradbury 
Press, 1991. 

• Bunting, Eve. (Ronald Himber, illustrator). A Day’s Work. Clarion Books, 
1994. 

• Lindsay, Jeanne Warren. Do I Have a Daddy? 1st ed. Morning Glory Press, 
1982. 

• Wells, Rosemary. Max’s Chocolate Chicken. 1st ed. Dial Books for Young 
Readers, 1989. 

• Bailey, D. My Dad. Annick Press, 1991. 

• Baum, Louis. (Paddy Bouma, illustrator). One More Time. Morrow, 1986. 

• Waddell, Martin. Owl Babies. Candlewick Press, 1992. 


Role of Caregivers 

Caregivers take charge of the Head Start child before and after the child 
leaves your program. Recognizing that children are with caregivers for a signifi¬ 
cant part of the child’s day will help you as you try to extend the Head Start pro¬ 
gram outside your classroom. All of the tips you give to parents about child de¬ 
velopment, books to read, selection of books to continue lessons learned in the 
Head Start classroom, activities to extend the theme covered in the classroom, 
etc., can be adapted for the caregiver. In some cases, kits have been developed 
that caregivers can check out at the library and that are based on Head Start 
themes. For instance, at the Cuyahoga County Public Library, storytime kits are 
available to check out. They cover such topics as birds, bugs, gardening, nature, 
rain and rainbows, seasons (spring or summer), senses, water, and yellow. The 
kits include books and activity ideas. 


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Another program titled “Bookstart” was developed by the Chicago Public 
Library for young children in daycare or school settings. Bookstart kits can be 
checked out by daycare centers, school programs, and home daycare providers. 
The kits are available for 1 month and can be reserved by phoning a neighborhood 
branch of the library. Portable flannel boards are also available in this program. 
Some kits cover family life, feelings, friendship, nursery rhymes, pets and farm 
animals, seasons, and transportation. 

At the Prince George’s County Library, Nell Colburn, the Children’s Librar¬ 
ian, conducts a program called “Books Alive! Sharing Books with Young Chil¬ 
dren.” The program is intended for family caregivers—people who provide child 
care in a home environment. It is offered (1) to convince family caregivers of the 
importance of making books a part of young children’s daily lives and (2) to pres¬ 
ent the public library as a valuable and user-friendly community resource. In the 
program, Ms. Colburn discusses 

• The importance of introducing children to books at an early age 

• The underlying need for an adult to bring children and books together 

• Song books as first books for babies 

• Mother Goose books and nursery rhyme collections 

• First picture books 

• Board books 

She adds many more steps as she introduces books for use at every develop¬ 
mental stage of the child from newborn through age 5. 

This kind of workshop and others are outlined in First Steps to Literacy: 
Library Programs for Parents, Teachers, and Caregivers (ALA 1990), and will 
be a benefit for you in working not only with childcare givers, but also with other 
teachers and parents. The book contains methods for presentation, hints for pres¬ 
entations, dates and times, site and planning, materials, important details, promo¬ 
tion, and evaluation of workshops. There are good examples of evaluation forms 
that are for participants to fill out after programs and that should prove helpful as 
you plan other workshops. The book shows excellent lists of books for each of the 
workshops that were based on themes and on developmental needs. 

Check with your local library or museum, which may have kits that are similar 
to those described above and that can be checked out by caregivers. If no kits 
have already been developed, the staff members may be able to pull together 
theme-related materials. Often a caregiver is a grandparent or other member of the 
child’s family who can use these tips and many others. 


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Using Library Materials and Services at Home 

Librarians across the country realize that it is important to reach out to parents 
and children and to provide materials and services outside of the library building 
as well as inside. Because librarians, Head Start teachers, and museum educators 
share the same children and families, it is important for these professionals to 
work together to reach this audience. The Head Start program already has the 
children and families as participants. It is up to librarians and museum staff mem¬ 
bers to work with Head Start to identify the families and target them for library 
and museum services. 

The Hartford Public Library in Connecticut has established a program titled 
“Brighter Futures,” which has these objectives: 

• Create a welcoming and safe environment for parents and children together. 
Staff members have designated a portion of the Children’s Services depart¬ 
ment as a family place, which includes special furniture, games and toys for 
preschoolers, and collections of parenting books and picture books for 
children. 

• Help parents share books and stories in such a way as to provide a bond of 
communication and understanding, thereby building mutual trust and respect. 
The library has trained staff members to read and share stories on a one-on- 
one, impromptu basis and to model behavior for parents and caregivers. Li¬ 
brary staff members go to health centers, hospital waiting rooms, and other 
agencies, such as Head Start, that serve parents and children in order to read 
and share stories, loan books, and give information about library programs. 

• Help parents meet these basic needs of children: the need for physical well¬ 
being, to be loved, to belong, to be competent, to know (satisfy curiosity), and 
to satisfy a longing for beauty and order. The library has trained staff mem¬ 
bers to model behavior that shows love, caring, and inclusion to children. 

• Help parents understand the stages of child development and children’s 
changing characteristics and abilities. The library has developed parent work¬ 
shops and training programs about basic needs and child development with 
groups of parents at the library and in collaboration with agencies serving 
parents. 

• Leverage library resources, especially staff expertise, to increase the effec¬ 
tiveness of child and family service providers with parents in the community. 
By using trained library staff members to model both technique and behavior, 
the library demonstrates working with children in book- and reading-related 
activities on site at agencies serving children and parents. 


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The main purpose of programs such as Hartford Public Library’s Brighter 
Futures initiative is to work within the community with other agencies to serve 
children and their parents. This includes service to families at home. 

The Arlington Heights Public Library in Illinois has sick children’s kits for 
use with children who are homebound because of illness. The kits include books, 
easy craft ideas, activity sheets, and perhaps a puzzle. The kits can be theme re¬ 
lated or age appropriate. In some cases, the Friends of the Library deliver the kits 
to homebound children. 

At the Provo City Library in Utah, kits are distributed to parents through the 
Bom to Read Program, which is a cooperative effort between the Provo City 
Library, Provo Parent Education Resource Center, and Provo City/County Health 
Department. It is designed to reach expectant and new parents about the impor¬ 
tance of having a healthy baby who is developmentally ready to leam to read. Kits 
include information about calming down a fussy baby, books to read to very 
young children, a paperboard book, information about services provided by the 
library and the health care provider, a coloring book for very young children, and 
a yellow card. The card is punched each time the parent attends one of the classes 
offered by the library, the health department, or the Parent Education Resource 
Center, or each time the baby receives shots at the Health Department or the doc¬ 
tor’s office. When all places on the yellow card are punched, the parent receives a 
gift. Local businesses have joined in this special effort to reach families of new¬ 
borns, especially those families most at risk economically. These are undoubtedly 
the same families that participate in Head Start programs. Find out if your library 
has a Bom to Read project that your families can participate in. For more infor¬ 
mation, write to the American Library Association, 50 East Huron, Chicago, IL 
60611, or call Bom to Read at 1-800-545-2433, ext. 1398. 

A library card allows children and their families to check out materials for 
home use. The variety and richness of library collections depends on the particu¬ 
lar library near the Head Start families. However, through the use of interlibrary 
loans, virtually all materials are available through a local library. First you will 
need to encourage your families to get a library card. Generally, all that is needed 
is proof of residency within that library’s area of service. Some libraries accept 
letters or bills that are addressed to the individual as proof of residency. Call your 
local library and get applications for library cards that can be distributed to par¬ 
ents in your Head Start program. A library card can be the best present a parent 
can give to a child—and it’s free. 

,s! 0\nf 


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Follow-Up Activities in Many Settings 

Activities that support and extend the Head Start curriculum can be carried out 
in many places in the community. We have discussed the library, the health-care 
facility, and prenatal clinics. In addition, programs and activities can be carried 
out in youth museums. The mission of youth museums is to stimulate curiosity 
and motivate learning. According to the Association of Youth Museums, muse¬ 
ums enrich the lives and education of children by complementing and supple¬ 
menting efforts in homes, childcare centers and communities. “Youth Museums 
Affecting the Lives and Education of Young Children” is a position paper devel¬ 
oped to define the museum field and explain to other early childhood educators 
how youth museums can and do play a role in nurturing the development of 
young children. The following is taken from that paper: 

Youth Museums 

• Create experiences for young children through exhibits and programs that are 
based on developmental needs of children. 

• Use interactive exhibits to simulate physical environments, as well as informal 
educational methods to facilitate learning. 

• Reach young children by presenting quality objects as tools to motivate 
learning. 

• Provide safe, welcoming environments where children learn through play and 
inquiry at their own pace. 

• Feature learning opportunities for families, schools, groups with special needs, 
and individual children. 

• Encourage and support parents to be active in the growth and education of 
children and to value self-directed learning. 

• Support cross-cultural understanding through programs and exhibits and 
through bringing people from different cultures together. 

• Assist educators of young children with enrichment of curricula through 
developmentally appropriate activities and educator training. 

• Go beyond their own walls to provide programs to children and families in 
childcare centers, schools, hospitals, social service agencies, and parks and 
through community initiatives. These programs bring together families and 
community on behalf of young children. 


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• Seek to collaborate with other community groups to create and strengthen 
opportunities for young children to learn. 

Because learning takes place in every setting, there is no end to the list of 
places where activities can take place. Intergenerational learning can happen in 
senior centers or in churches. Other activities can occur in the park. Nature 
themes are especially popular for parks. Let your imagination be your guide for 
where activities should take place. 


Everyday Chances to Reinforce Head Start Learning 

Some of the most important lessons in the Head Start program can fit into 
what Dr. Dorothy Rich terms MegaSkills. The ten MegaSkills are as follows: 

• Confidence: feeling able to do it 

• Motivation: wanting to do it 

• Effort: being willing to work hard 

• Responsibility: doing what’s right 

• Initiative: moving into action 

• Perseverance: completing what you start 

• Caring: showing concern for others 

• Teamwork: working with others 

• Common sense: using good judgment 

• Problem solving: putting what you know and what you can do into action 

Even better than defining the MegaSkills that are essential for success in 
school and in life, Dr. Rich gives excellent activities using everyday events that 
develop these skills. 


Parents who have helped their children gain a love of reading have 
(1) given their children trips to the farthest reaches of the earth 
and to the sun and the moon and the stars; (2) opened the 
doors to knowing their own heart and the hearts 
of others; and (3) given their children maps 
for their voyage through life. 

—Dorothy Rich, MegaSkills , Houghton Mifflin Company, 1997 


Family Literacy 


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Some reading activities outlined in MegaSkills include everyday events such 
as cooking. For preschoolers, it is suggested that you or the parent read directions 
for cooking a dish or heating a can of soup. Make a “to do” list for the day with 
the children. Establish a reading comer in the home by providing children with 
their own bookshelf and reading light. This comer need not be expensive or 
elaborate. A bookshelf can be a painted crate or cardboard box. Try to encourage 
parents to make going to the library a weekly event. Library books can be kept on 
the child’s bookshelf or special book place. 

Math concepts can be seen in everyday events. Have children do the 
following: (1) set the table and count the settings; (2) measure ingredients and 
read simple recipes; (3) count the number of stop signs to and from school; or 
(4) look for numbers at the grocery store, at the Laundromat, at church, and so 
forth. MegaSkills outlines many activities, and you can think up many more. 


Here are five essential truths from Dr. Rich (1997): 

1. Children are ea^er to leam, and their abilities can be built. 

2. Parents and caregivers are capable of being great teachers. 

3. Every home—every home—is a learning place. 

4. Teachers need and want families as partners in children’s education. 

5. It helps to have a sense about what to say and what to do ... when those inevitable 
everyday school problems come home. 

Dr. Dorothy Rich, What Do We Say? What Do We Do? 1997. 


A parent is a child’s first tutor in unraveling the fascinating puzzle 
of written language. A parent is a child’s one enduring source 
of faith that somehow, sooner or later, he or she 
will become a good reader. 

—U.S. Department of Education Commission on Reading, 
Becoming a Nation of Readers, 1988 


Youngsters whose parents are functionally illiterate are twice 
as likely as their peers to be functionally illiterate. 

—National Assessment of Educational Progress Study 


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Because of this intergenerational effect of the parents ’ education on 
the child's, it is unlikely that we will be able to make a major 
difference for the child unless we place equal priority on 
education and academic remediation for the parent. 

—Berlin and Sum, Toward a More Perfect Union, 1988 

Another source for activities that can be done in the home is booklets 1, 2, and 
3 of All Parents Teach Ideas. Parents have submitted ideas that have been used 
successfully in their families, and those ideas have been published for distribution 
by All Parents Teach, Education Ventures, Inc., Honeywell Plaza, MN12-5259, 
Minneapolis, MN 55408-9608. Parents can even call an idea hotline (612-951- 
2689) and leave their idea. Ideas are selected from those submitted if they 

• Are low cost 

• Are easy to do and don’t take much time 

• Appeal to kids and parents 

• Can be used over and over 

• Are fun 

In addition to the ideas, spread throughout the booklet is a listing of 101 ways 
to praise a child. 


Parents Using Libraries for Themselves 

As they become accustomed to children’s books and the library in connection 
with their children, parents can become comfortable with using the library for 
their own purposes. As we demonstrate in the Library-Head Start video, libraries 
can provide adults with information and referrals to other agencies and to pro¬ 
grams that can assist them. Most public libraries maintain updated files with the 
names of resources that many families need: health services, social services, edu¬ 
cational services, jobs, legal assistance, crisis management, housing, and much 
more. Those resource files generally contain the names of people to see, ad¬ 
dresses, phone numbers, and much else. Many libraries, and more all the time, 
have community information and referral specialists who assist clients in setting 
up appointments with the right person. Government information is also available. 
Many libraries now offer the use of computers and computer databases, and even 
train people to use them. 

All of this information is in addition to the library’s other roles such as adult 
learning programs that have literacy prominent among them and its recreational 
materials such as popular magazines and, of course, books. Popular fiction, 


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romance fiction, biography, poetry—all of these are ready to make life richer for 
those who have learned to read for pleasure and relaxation. Most libraries have 
collections of videotapes, recordings, and audiotapes so library users can choose 
what they watch and listen to while not being tied to what TV offers them and 
their children. To become a reader and a library user is, in fact, to have a better 
command of your world and how you wish to shape it. 



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EXHIBIT PAGE 

The Underlying Assumptions That Guide Work in Family Literacy 


These basic assumptions serve as guiding principles: 

• All families have strengths. 

• Parents can, and should, set goals and make decisions about their lives and the lives of their families. 

• Families are culturally and individually diverse. This diversity is healthy and natural, and it enriches 
the community. 

• The family is a system of influence, and the transmission of values happens within it. 

• The family unit is the appropriate focus if we aim to influence the attitudes, values, and expectations 
communicated in the home. 

• If families are to thrive, the needs of individual family members must be met. 

• Families struggle with multiple problems, concerns, and issues and may require regular support and 
assistance with these non-educational needs. 

• Literacy is an ongoing process; it exists on a continuum. 

• Learning and teaching should be relevant and student centered. 

• The teaching and learning process is reciprocal for parents and children. 

• Change takes time; it is a gradual process. 

Source: Adapted from handout by Dr. Carole Talan. 



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EXHIBIT PAGE 



One thing to remember from the beginning is that there is no single right way to do recruitment and that 
what works for some programs, libraries, or communities does not necessarily work for others and vice 
versa. California had 35 different family literacy programs funded in 1993-1994, and each one found that 
although they shared many similarities, they also had many differences. The bottom line is to find out 
what works best for you! 

Suggestions for Recruitment into Family Literacy Programs: 

1 . Target your audience. Know whom you want to reach. The more specific you can be, the easier 
will be your recruitment, that is, low income parents, teen parents, new moms, parents with children 
of specific ages (California’s FFL program targets low-literacy parents with a preschool age child). 

2. Collaborate with other community agencies that serve your target group. Often these agencies 
will be low-income daycare providers, elementary schools, social services, a local hospital, a 
battered women’s shelter, Head Start, Even Start, or similar agencies. 

3. Get the buy-in of your library staff members. For these programs to succeed, the entire library 
must work together to recruit and support the families and their enriching use of the library. 

4. Give families something that appeals to them. For most of these target families, books and 
libraries are not something that “turns them on.” Many of these parents never had fun with books or 
stories and have no reason to believe that their children will enjoy such activities, let alone that 
children will enjoy the activities themselves. Plan family activities that you know your target 
audience enjoys. If you don’t know what these are—ask them! 

5. Go to where the people are. Take your first programs into the community to an area where your 
audience congregates or lives. Begin initial programs at one of those sites. When parents are 
“hooked on your books” and “stimulated by your stories,” bring them into the library at times that 
are convenient to them. 

6. Involve your target audience in your planning. Invite some people from your target audience to 
help you plan your programs. Listen to what they want and to when and where they want it. Too 
many literacy programs develop materials and programs without ever asking what the learner, 
client, or patron wants and needs. 

7. Convince the key people in the target audience. If you can reach and recruit the people with 
influence (influence brokers) in the target community first, they will be your best recruitment tool. 

It may take time to win their confidence but it will be well worth any time you spend with these 
important people. 


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8. Do not rely on print to recruit. Because you are trying to reach a population that is not a reading 
population, print, flyers, posters, and other traditional tools of promoting library programs will 
seldom work. Use a multimedia approach and rely on personal contacts. 

When you do use print, use plain, straightforward English with as few words as possible and with 
most of the words having only one or two syllables. 

Emphasize FREE, FUN, FOOD! 

9. Tutors—if you have them, use them. Include your tutors in your planning and involve them and 
their children in your programs. The tutor can be a key element in the success of any family literacy 
program. However, tutors may not always understand the importance of family literacy themselves 
and may need to be convinced as well as trained. Involve your tutors in recruiting their learners and 
their families. 

10. Get the names and addresses of the children, and send invitations directly to each child. 

Suggestions for Retention in Family Literacy Programs: 

1. Make your programs so much fun and so exciting that the children will insist on coming back. 

The whole family will fall in love with books, even the older siblings, when wonderful children’s 
books and stories are presented by dedicated and skilled readers and storytellers. Not only will the 
families come back, but also if the programs are appealing enough, those families will bring their 
neighbors and other relatives. 

2. Provide culturally diverse materials. Have your stories and books mirror the experiences of your 
audience, as well as the experiences of those from other cultures. 

3. Involve your parents in the planning and programming so that they have ownership of the 
program. Give parents group support time separate from the children so that the adults can discuss 
parenting issues of concern to them, but keep these times short and the parents involved. You do 
not have to teach lessons on parenting skills! Let the parents discuss these issues as they evolve 
from the stories read. Emphasize the importance of family interaction—the parent as the child’s 
first teacher. Validate the parents’ own experiences. 

4. Use incentives. These are aids both to retention and to recruitment. Give the families something 
they can take with them and use at home. Among the popular incentives are free books (quality 
used ones or ones donated by local service groups); craft materials (crayons, paper, scissors, 
pencils, etc.); ideas for using materials found at home; certificates of achievement or attendance; 
and prizes donated from local restaurants and merchants. Taking photos of your families working 
and reading together at your programs and giving those photos to the family to take home is also a 
good incentive. Make meals a part of your programs whenever possible. 


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5. Make sure that your center is a warm, welcoming place. Many parents may never have been in a 
library, to an adult school, or to a community college. They will be unsure what to expect or will 
have unrealistic expectations of how their children should act. 

Sell your own staff members on the program and keep them informed. Make sure that they don’t 
view this program as just an additional burden. Sensitize your staff members to the needs of your 
target audience, and make them aware of this neglected and at-risk group. Integrate family literacy 
into your regular services. 

6. Train your parents in how to use the public library. Teach them how to select books for their 
kids. Use color-coded stickers to make it easier for parents. If you make this parent and child a 
library user—that family will be around for life, not just for the life of your program. 

7. Do follow up. If a family who has attended misses, call and find out why. Can you help? Let the 
family members know that you care and that you missed them. 

8. Make each program as inclusive as possible. Thus, if a family does not return, the members 
still have a valuable experience to carry away from even just one meeting. 

Emphasize FREE, FUN, FOOD, FOCUSED, FELXIBLE, AND FAST-MOVING. 

Literacy service at its best is that which addresses 
the whole person—including the family behind the new reader. 

Family literacy is the best model of literacy and library service working together. 

Source: Adapted from Dr. Carole Talan, Family Literacy Specialist, California State Library, January 1995. 



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* fi 


EXHIBIT PAGE 


Family Storytimes 



The Family Storytime element of the P.A.R.E.N.T.S. Curriculum brings adults and children together 
to share activities around books and reading. Because many adult learners and their families are not 
regular library users, Family Storytimes are an introduction to one of the services traditionally provided 
by local public libraries. 

Family Storytimes serve several purposes. First, they provide adult learners who are receiving 
instruction in the P.A.R.E.N.T.S. Curriculum with “real life” experience involving actual children. 
Storytimes give adults an opportunity to practice what they are learning and to see child development 
information in action. 

Second, these storytimes expose children to language and learning experiences to which they might 
otherwise have not access. Adult learners will choose books that they can share easily with their children, 
but librarians will offer a variety of both easy and difficult books during storytimes. Storytimes may 
involve puppets and other activities that help make the books come alive for the children. Music, too, is 
often used by librarians to draw the children into the magic of books and language. These techniques can 
inspire parents (often at the request of their children) to dramatize their own readings at home. 

Third, storytimes may serve as an opportunity for adults to observe children other than their own 
reacting to books, and these observations can help them to understand their own children better. An initial 
lack of attention may be typical for certain ages or in certain settings, and adults need to see that all 
children react in a variety of ways. For example, the coordinator of one of California’s Families for 
Literacy (FLL) programs always took her own children to the Family Storytimes. The learners in her 
program could see that even though she was a literacy expert, her children were not perfectly behaved at 
all times either. 

Finally, storytimes introduce the child at a very early age to the public library as a free resource for 
lifelong learning. Children who become library users at a young age will be comfortable accessing the 
valuable resources found in the library for the rest of their lives. For programs that are not library-based, 
storytimes are an excellent opportunity for collaboration with the local library. 

If your storytimes are held at locations other than the library, it is strongly recommended that a 
storytime collection of children’s books be available for learners and their families to use before and after 
presentations. This collection will reinforce and expand learning and family interactions. 

Source: Adapted from P.A.R.E.N.T.S., curriculum by Jane Curtis and Carole Talan, California State 
Library Foundation, 1997. 


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EXHIBIT PAGE 



Ten Tips for Raising Happier, Healthier Children 


What you do in the first 3 years of your baby’s life has a direct impact on the adult your child will 
become. New breakthrough research tells us that the first 3 years of a child’s life are more important for 
emotional and intellectual growth than we ever thought before. Experiences that fill babies’ first days, 
months, and years have a decisive impact on the structure of a child’s brain and, in turn, on every aspect 
of a child’s life throughout adulthood. 

So remember, when you cuddle, coo, and sing lullabies to your baby, you re not just expressing love; you 
are providing vital nourishment for his or her healthy development. 

Quite simply, the first years last forever. 

1. Be warm, loving, and responsive. When children receive warm, responsive care, they are more 
likely to feel safe and secure with the adults who take care of them. 

2. Respond to the child’s cues and clues. Recognize and respond to the sounds, movements, and 
expressions that your child makes. This response will help you build secure attachments. 

3. Talk, sing, and read to your child. All of these interactions help your child’s brain make the 
connections it needs for growth and later learning. 

4. Establish rituals and routines. Teach your child to know when it is time for bed by developing 
routines such as singing a song and pulling the curtains, daily routines and rituals associated with 
pleasurable feelings are reassuring for children. 

5. Encourage safe exploration and play. As infants grow, they begin to explore the world beyond 
their caregivers. Parents should encourage this exploration. While many of us think of learning as 
simply acquiring facts, children actually learn through playing. 

6. Make television watching selective. Watch television with your child, and talk about what you are 
viewing. Don’t use TV as a babysitter. 

7. Use discipline as an opportunity to teach. In addition to consistent and loving adult supervision, 
teach your child limits. Never hit or shake a child. 

8. Recognize that each child is unique. Children grow at different rates. Their ideas and feelings 
about themselves reflect, in large measure, parents’ and caregivers’ attitude toward them. 

9. Choose quality child care and stay involved. Frequently visit your child care provider, and seek 
someone who responds warmly and responsively to your baby’s needs. 

10. Take care of yourself. Parents need care too. When you are exhausted, irritable, depressed, or 
overwhelmed, you may have a harder time meeting the needs of young children. 

The first years last forever. 

Source: Adapted from IAm Your Child. 


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List of Children’s Books 


Aardema, Vema. Why Mosquitoes Buzz in People’s Ears: A West African Tale. Dial, 1975. 

Agell, Charlotte. Dancing Feet. Harcourt, 1994. 

Aliki. Feelings. 1st ed. Greenwillow Books, 1984. 

Allard, Harry, and James Marshall. Miss Nelson Is Missing. Houghton Mifflin, 1977. 

Aylesworth, Jim. Old Black Fly. Holt, 1992. 

Baum, Louis. One More Time. Morrow, 1986. 

Beall, Pamela Conn. Wee Sing (series). Price Stem Sloan, 1986-1998. 

Beck, Ian. Five Little Ducks. Holt, 1993. 

Birdseye, Tom, and Debbie Birdseye. She ’ll Be Comin ’ Round the Mountain. Holiday, 1994. 

Briggs, Diane. Flannel Board Fun: A Collection of Stories, Songs, and Poems. Scarecrow Press, 
1992. 

Brown, Margaret Wise. Goodnight Moon. Harper, 1947. 

Brown, Margaret Wise. The Runaway Bunny. Harper, 1942. 

Bunting, Eve. A Day’s Work. (Ronald Himler, illustrator). Clarion Books, 1994. 

Carlstrom, Nancy White. Rise and Shine! HarperCollins, 1993. 

Charlip, Remy. Mother, Mother, I Fell Sick, Send for the Doctor Quick, Quick, Quick. Parents 
Magazine Press, 1966. 

Cowling, Tania. Shake, Tap, and Play a Merry Tune. Fearon, 1992. 

Cuarino, Deborah. Is Your Mama a Llama? Scholastic, 1989. 

Cummings, Pat. Clean Your Room, Harvey Moon! 1st Aladdin Books ed. Aladdin Books, 1994. 
Daly, Niki. My Dad: Story and Pictures. 1st ed. M. K. McElderry Books, 1995. Dial Press, 1975. 
Eastman, Philip D. Eres Tu Mi Mama? Beginner Books, 1993. 

Freeman, Don. Corduroy. Viking Press, 1968. 



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Glazer, Tom. Eye Winker, Tom Tinker, Chin Chopper. Doubleday, 1973. 

Heide, Florence Parry. The Shrinking ofTreehorn. Holiday House, 1971. 

Hoban, Russell. Bedtime for Frances. Harper, 1960. 

Hoberman, Mary Ann. Fathers, Mothers, Sisters, Brothers. Little, Brown, 1991. 

Hopkins, Lee Bennett. Side by Side. Simon & Schuster, 1988. 

Joosse, B. Mama, Do You Love Me? Chronicle Books, 1991. 

Jorgensen, Gail. Crocodile Beat. Bradbury, 1988. 

Keats, Ezra Jack. The Snowy Day. Viking Press, 1962. 

Kennedy, X. J. Talking Like the Rain. Little, Brown, 1992. 

King, Bob. Sitting on the Farm. Orchard, 1992. 

Kraus, Robert. Leo, the Late Bloomer. Simon & Schuster Books for Young Readers, 1987. 
Leaf, Munro. El Cuento de Ferdinando. Viking Press, 1962. 

Lindsay, Jeanne Warren. Do I Have a Daddy? 1st ed. Morning Glory Press, 1982. 

Lobel, Arnold. Frog and Toad Are Friends. Harper & Row, 1970. 

Loveless, Liz. 1, 2, Buckle My Shoe. Hyperion, 1993. 

Marino, Jane. Sing Us a Story. H. W. Wilson, 1994. 

Martin, Bill, and John Archambault. Chicka Chicka Boom Boom. Simon & Schuster, 1989. 
McPhail, David M. The Bear’s Toothache. 1st ed. Little, Brown, 1972. 

Minarik, Else Holmelund. Little Bear. Harper, 1957. 

Nickola-Lisa, W. Bein ’ with You This Way. Lee & Low, 1994. 

Noble, Trinka Hakes. The Day Jimmy ’s Boa Ate the Wash. Dial Press, 1980. 

Oppenheim, Joanne. You Can’t Catch Me! Houghton, 1986. 

Palmer, Hap. Homemade Band. Crown, 1990. 

Polacco, Patricia. Mrs. Katz and Tush. Bantam Books, 1992. 


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Prelutsky, Jack. Beneath a Blue Umbrella. Greenwillow, 1990. 

Raffi. Several titles including Spider on the Floor, Wheels on the Bus, and Down by the Bay. 
Crown. 

Raffi. The Raffi Singable Songbook. Crown, 1988. 

Ringgold, Faith. Tar Beach. 1st ed. Crown Publishers, 1991. 

Roe, Eileen. Con Mi Hermano. 1st American ed. Bradbury Press, 1991. 

Rounds, Glen. I Know an Old Lady Who Swallowed a Fly. Holiday, 1990. 

Rylant, Cynthia. The Relatives Came. 1st Aladdin Books ed. Aladdin Books, 1993. 

Sierra, Judy. The Flannel Board Storytelling Book. H. W. Wilson, 1987. 

Sierra, Judy, and Robert Kaminski. Multicultural Folktales: Stories to Tell Young Children. 

Oryx, 1991. 

Spinelli, Eileen. Thanksgiving at the Tappletons. Addison-Wesley, 1982. 

Steig, William. Doctor De Soto. Santillana Publishing Co., 1995. 

Trapani, Iza. The Itsy Bitsy Spider. Whispering Coyote Press, 1993. 

Van Allsburg, Chris. Jumanji. Houghton Mifflin, 1981. 

Vigna, Judith. Daddy’s New Baby. A. Whitman, 1982. 

Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day. 2d Aladdin Books 
ed. Aladdin Books, 1987. 

Waber, Bernard. Ira Sleeps Over. Houghton Mifflin, 1972. 

Waddell, Martin. Owl Babies. Candlewick Press, 1992. 

Warren, Jean. Piggyback Songs (series). Warren, 1983-1997. 

Wells, Rosemary. Max’s Chocolate Chicken. 1st ed. Dial Books for Young Readers, 1989. 
Wiesner, David. Tuesday. Clarion Books, 1991. 

Williams, Vera B. “More More More ” Said the Baby. 1st ed. Greenwillow Books, 1990. 

Wirth, Marion, et al. Musical Games, Fingerplays, Rhythmic Activities for Early Childhood. 
Prentice Hall, 1983. 


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169 



Wood, Audrey. The Napping House. 1st ed. Harcourt Brace Jovanovich, 1984. 
Zolotow, Charlotte. The Quarreling Book. HarperTrophy, 1982. 



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Chapter 5 
Training/Education for Parents, 

Other Caregivers, and Teachers 

Parents/Caregiver Workshop 

Library-based or library-partnered parenting workshops can, in fact, help 
families with other aspects of dealing with a preschooler. Such concerns may ap¬ 
pear on the surface to have little to do with language and emergent literacy until 
one realizes how much the preschooler is learning all at once and how much each 
aspect must seem related to every other learning challenge. Toilet training, disci¬ 
pline, and practical tips about childcare can all be covered in sessions that are 
primarily concerned with learning and literacy development. Young mothers with 
several children are often beset with the conflicts of sibling rivalry. Other prob¬ 
lems, too, can be addressed and related to books and other materials. Of para¬ 
mount importance is the basic information about a child’s mental development 
and about the relatively short time in which so much learning is accomplished. 

The parent workshop or group meeting can be held in the Head Start space, in 
the library, or in some other site convenient to the parents. It is essential that a day 
and time of day be picked that is most convenient for parents or primary care¬ 
giver. Transportation and childcare assistance may be required. Serving some 
good but simple food will make the meeting a social occasion, and many mothers 
will return another time because they enjoyed the social aspect of sharing experi¬ 
ences with the other mothers. The meeting should have fast-moving content, and 
the parent should leave feeling empowered—“more on top of things” than when 
she or he came. An hour for the workshop plus a half hour for socializing and 
choosing a book will probably be the maximum length. Selecting a period imme¬ 
diately before the time to pick up children from the classroom may work well. 
Providing handouts and perhaps a small, useful gift to take home will serve as a 
reminder of the workshop content. 

The instructional site or parent resource center should be set up so the partici¬ 
pants are fairly surrounded with children’s books and with parent resource books. 
Learners will be exposed to titles this way and encouraged to pick up titles and 
examine them. Books should be displayed face out. A table will be needed for 
handouts and for the collection of parenting materials, as well as a VCR and 
monitor for showing videos. An easel with newsprint pad and magic marker can 
be very useful. 



171 



According to several experts, the maximum number of participants should be 
15 if the sessions are to be effective learning experiences for the parents. This size 
group allows each person to add perspectives and opinions, and it provides time 
for in-depth discussion and individual problem solving. 

Carole Talan emphasizes that having the participants sit in a circle “deepens 
the level of trust and sharing among learners of varied ages. Confidentiality is im¬ 
portant, so be sure to get agreement from everyone first. The ability to see every¬ 
one’s face, not just the teacher’s, changes the dynamics of group discussion. 
However, you may want to wait until some of the lessons are completed before 
opening the discussion up to participants’ sharing their personal situations and 
problems with the group.” 

Reading Aloud 

Reading aloud from children’s picture books should be a part of each parent¬ 
ing session. Each participant can read one page or more if the text is very short. In 
one-to-one tutoring sessions, the learner and the tutor can take turns, each reading 
a page or two. Be careful not to correct the reader unless the meaning becomes 
confused. One-to-one tutoring allows for the learner to absorb information at his 
or her own pace, to stop, to question, and to discuss whenever desired. Although 
very valuable for many learners, the one-to-one session does not allow the learner 
to benefit from the various viewpoints and insights shared in a large or small 
group discussion. In a group session, remind the participants not to correct each 
other, and explain that this is the best approach to use with any new reader. Some 
learners will “pass” if they feel they do not read well enough if at all, and their not 
participating should be allowed without comment. 

Gift Books 

In the budget for the parenting workshops, it is very desirable to include 
money to provide some gift books that can be personally selected by parents for 
their children. Depending on the number of sessions for each group of parents, 
these books may already have been ordered and made available for parent selec¬ 
tion, or there will be time to special order the choices of each parent. Allowing 
participants to choose one gift book per session to keep for their child would be 
very appropriate. Participants in the workshops will be especially interested in 
criteria for choosing a good book. 



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Lesson Plans 

The P.A.R.E.N.T.S. (Parental Adults Reading, Encouraging, Nurturing, 
Teaching, and Supporting) curriculum from the splendid guide developed by Jane 
Curtis with Carole Talan (for use in the California statewide literacy program) has 
13 sessions. On the following pages, you will find an outline of all 13, along with 
the full particulars from Lessons 2 and 4. Most parent education programs will 
consist of three to six sessions; therefore, much of what is suggested here will 
have to be condensed or omitted. A page of ideas for parent meetings is also in¬ 
cluded from Essentials, the training manual used for the Child Development 
Certification Program. 

About the Lessons 

The P.A.R.E.N.T.S. curriculum was designed to give adult learners the infor¬ 
mational context in which to function as effective teachers of the children in their 
lives. It instructs them on how to use children’s picture books as basic tools to do 
that teaching. Before beginning to use the curriculum guide, you will need to read 
all the books you have chosen for your collection. It is critical that you are famil¬ 
iar with book topics, as well as language and illustrations, so that you can use the 
materials effectively or can support your teachers and tutors as they implement 
lessons. 

The instructional component of the P.A.R.E.N.T.S. curriculum has 13 one- 
hour lessons. They are arranged to follow a child developmentally from birth to 
12 years of age and can be taught singly or in pairs (i.e., Lessons 1 and 2, Lessons 
3 and 4, etc.), with a break in between. 

Lesson 1: Setting Goals for Our Children helps learners recognize the 

kind of adults they want their children to become. The remaining 
lessons will introduce learners to the tools and information to help 
reach those goals. 

Lesson 2: What Do Children Need? introduces learners to the child’s point 
of view and to the scope of the adults’ commitment as caregivers. 

Lesson 3: How Children Learn familiarizes the parent or parent figure 
with children as students, so that the adult can be an effective 
teacher. 

Lesson 4: Language Acquisition: Reasons for Rhyme focuses on the im¬ 
portance of language and literacy, and on how adults can support 
their development. 


Training/Education for Parents, Other Caregivers, and Teachers 


173 



Lesson 5: Images of Mother/Images of Father demonstrates role modeling 
and how books can help fashion parental images. 

Lesson 6: Communication: Discipline vs. Punishment offers the STEP 

method of negotiating with children rather than dictating to them. 
Lessons 5 and 6 together are the most intense in the curriculum 
because they cover extremely sensitive topics. 

Lesson 7: Activities and Games: Parent as Teacher offers learners an 

opportunity to practice teaching and playing with children (using 
role play). 

Lesson 8: Siblings: Love and War/Identify and Compete focuses on the 
contradictory feelings siblings have for each other. 

Lesson 9: Parent as Advocate: School and Authority addresses the 

changing role that parents and parent figures play as their children 
enter and progress through school. 

Lesson 10: Peer Groups takes learners into pre-puberty and the dynamics 
of peer pressure. 

Lesson 11: Family History focuses on the changing configuration of the 
American family. 

Lesson 12: Reading Aloud directs learners to some specific skills they can 
help their children develop by reading aloud to them. 

Lesson 13: Graduation provides closure and feedback on the curriculum’s 
effectiveness. 

Lesson 2: What Do Children Need? 

1. Refer to the goals listed in Lesson 1 as the direction in which the curricu¬ 
lum is going. Human babies have the longest dependency period of any 
animal. Baby whales, dolphins, and primates (apes, chimpanzees) also re¬ 
quire a long time before they can care for themselves. These are the most 
intelligent of all animals. The more intelligent the species, the longer the 
young are dependent on adults. We have a great responsibility to teach our 
young. 



174 


Training/Education for Parents, Other Caregivers, and Teachers 



2. By age 4, 50 percent of intelligence is formed, with 80 percent by age 8.* 

Put this fact on the board or write it in the notebook. Refer to the “windows 
of opportunity” from the video “Your Child’s Brain.” Talk about the phe¬ 
nomenon of language learning that is completed, except for the expansion of 
vocabulary, by age 2. Describe how much children expand their abilities 
from newborn to age 4 in intellectual comprehension, physical competence, 
and social skills. 

Ask the learners to talk about their experiences with children under the age 
of 4. How does language begin? What things need to happen in the child’s 
environment to encourage language development? 

3. Define primary, secondary, and social needs. Primary needs are for sur¬ 
vival. Ask learners to tell what these are (food, clothing, shelter, love). 

Secondary needs are for growth and development. This list is much bigger 
and broader and should also be generated by the learners (affection, under¬ 
standing, guidance, spirituality, language, communication, education, safe 
and stable environment, books, toys, family, etc.). 

Social needs are what humans require from their group. Some adult learners 
may have had difficulty in meeting those needs (approval, acceptance, be¬ 
longing, recognition, validation) because their literacy skills are not well de¬ 
veloped. Discuss how it feels to be unable to do things (like read well) that 
others take for granted. 

4. Introduce the importance of the empowerment of children. It is impor¬ 
tant for learners to realize that children need to develop skills for handling 
power in the world. To do this, they must be entrusted with power them¬ 
selves. Children need to be listened to, understood, and allowed to partici¬ 
pate in making decisions that affect them. This may be a difficult concept 
for some learners to accept. It will be more fully developed in Lesson 6. 

5. Describe the ideal environment in which children’s needs can be met. 

Write this description on the board or in the notebook as it is generated by 
the participants. 

6. Read aloud together A Mother for Choco. If you are doing the lessons in 
pairs, begin with the person who left off from Lesson 1. Talk about Choco’s 
need to belong to a family or group with which he or she can identify. Is this 
a universal human need? Why do they think so? 


* Ruth Bowdoin, Secrets “Every” Parent Ought to Know, but Often Doesn ’t ..., Nashville, Tenn.: 
Webster’s International, Inc., 1990. 


Training/Education for Parents, Other Caregivers, and Teachers 


175 




7. Read aloud together Why Do You Love Me? Use the book to emphasize 
how much trust children place in their caretakers and how much influence 
these caretakers have in shaping children’s lives. Explain that the power of 
role modeling exists because children give what they receive. They adhere 
to the old adage that says they do as you do, not as you say. 

8. Show books that focus on the security, predictability, and reassurance all 
children need: I Promise I’ll Find You, Owl Babies, You ’re My Nikki, 
Mommy Doesn ’t Know My Name, and Mama, Do You Love Me? 

9. Check off from the home environment list all the criteria that reading 
aloud satisfies. For example, if adult learners (a) list quality time spent with 
children, (b) people communicating with each other, and (c) an educational 
environment, these can all be checked off as being addressed by the activity 
of reading aloud to their children. 

Not only is reading together a successful way of spending quality time but 
also it increases communication and educates simultaneously. Additionally, 
it provides the opportunity for adults to model that learning and reading are 
fun. 

10. Demonstrate how reading aloud from children’s picture books will meet 
many of the needs listed by the learners. Such books are personal, stimulate 
conversation, increase communication, help develop problem-solving 
strategies, educate children in basic concepts like counting and colors, and 
offer an opportunity for quality time between parent and child. 

Remind your learners that books are free from their public library and that a 
children’s librarian is available there as a resource for specific titles and 
topics. As the instructor or trainer, familiarize yourself with the available 
book collection so you can pick out books that will be particularly engaging 
for your specific learner or group of learners. 

Use books like the pop-ups The Birthday Cake or Road Hog. Find the hid¬ 
den objects in books like I Spy Mystery, Andy’s Pirate Ship, or Look Again! 
The Second Ultimate Spot-the-Difference Book. Show counting books like 
My First Look at Numbers or From 1 to 100. Demonstrate books that help 
develop imagination and self-esteem like I Like Me, Koala Lou, or All the 
Magic in the World. 



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Training/Education for Parents, Other Caregivers, and Teachers 



Lesson 4: Language Acquisition: Reasons for Rhyme 

1. The importance of language. Discuss with learners why language is im¬ 
portant—communication, self-expression, literacy, and information. With¬ 
out language, an individual’s world is limited. The deaf develop a language 
of their own (i.e., sign language). To interact with others, we all develop 
language. 

2. Language acquisition continuum. Language is not learned all at once; it is 
acquired over time. Listening, speaking, reading, and writing proceed 
developmentally. 

Our listening vocabulary is much greater than our speaking vocabulary, 
especially when young. It is good and important to read books to children in 
which the language is more advanced than what they are able to say. This is 
one way to build vocabulary. Point out that both listening and reading are 
receptive, while speaking and writing are active and generative. 

For many of us, writing is the most difficult, even more difficult than read¬ 
ing. Writing is one aspect of language that adults continue to develop be¬ 
cause it is the most challenging. 

3. What parents can do to promote language development in children. For 

each aspect on the continuum, ask learners to respond with specific 
behaviors. 

To develop listening skills, talk to children; read to them (the same book 
over and over, if they want); name objects; and describe in full sentences 
what you are doing, what they are doing, and what is going on in the 
environment. 

To develop speaking skills, ask children to tell you about their day, listen to 
how they feel and what they think, and read to them and ask them to answer 
questions about the story and the pictures. 

To develop reading skills, read to children and with them; listen to them 
read; ask them to read notes, messages, and signs; and help them with read¬ 
ing homework. Make games of reading signs, billboards, posters, and other 
items they see in their environment. 

To develop writing skills, encourage drawing, scribbling, and copying; write 
down the words they use to describe the pictures they are drawing; write 
lists and messages; and ask them to write their names, to leave you notes, 
and to write letters. Keep a family journal to which both adult and child can 
contribute. 


Training/Education for Parents, Other Caregivers, and Teachers 


177 



4. Learning to read in your first language. It is difficult to first learn to read 
a language that one does not hear spoken at home. There are, however, 
English/Spanish books for Latino children learning to read English as their 
second language, such as My First 100 Words in Spanish and English , My 
Day/Mi Dai , ox Margaret and Margarita. Bilingual books in other lan¬ 
guages are available but not with as much variety as those in Spanish. 

Help learners who speak a language other than English in their home to 
value their first language. Encourage them to help their children read and 
write in both English and their first language. It is a tremendous asset in the 
job market to be truly bilingual. 

In some families, children may be more proficient at reading English than 
parents. They can share a book by taking turns, with the parent supplying 
the native vocabulary while the child reads the English words. 

Remind learners that the best learning environment is often one in which 
both adult and child, teacher and student, are learning together. With this in 
mind, the parent can develop the respect of the more English-proficient 
child by valuing the adult’s commitment to continue learning. They can also 
discuss the kind of encouragement and support from teachers and family 
members each likes to have in order to be successful learners. 

5. Read to learners Is Your Mama a Llama? Allow learners to listen and ex¬ 
perience the effects of rhyme before you ask them to understand its impor¬ 
tance. Get into the rhythm and expressiveness of the book. Stop in strategic 
places and allow learners to call out the next word, the “answer.” Show how 
easy it is to be right. We all like to know the right answer, but you should 
emphasize how important it is for children to have many opportunities to be 
right in order to build their self-esteem. 

6. The importance of rhyme. Ask learners to generate a list of why so many 
books for young children contain rhymes. Be sure to include that rhyme is 
predictable , so it helps build success and thereby increases self-esteem in 
children. 

Rhyme is repetitive, rhythmic, and fun, and it invites participation, thereby 
using the kinesthetic learning channel. Because it is fun and easy to be suc¬ 
cessful, rhyme helps children remember new words and their meanings, so it 
is excellent for memory development. 

Ask learners to recite rhymes remembered from childhood. Take this op¬ 
portunity to share cross-culturally. Childhood rhymes are usually still re¬ 
membered because they came in through a window of opportunity (from 


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video “ Your Child’s Brain") when language was first learned and repetition 
was extremely effective. 

7. Read aloud together Goodnight Moon. Introduce the book as a classic first 
published in 1947. Demonstrate the many ways to use the book for language 
development (e.g., point out object names; repeat the “goodnight” phrase 
while naming other objects; find the mouse in each color picture; or describe 
changes in the light, the moon, or the clocks). 

8. Show other rhyming books such as: The Alphabet Tale; Mother Hubbard’s 
Cupboard; Big Owl Little Towel, Where’s My Teddy?; Ten, Nine, Eight; A 
Fox Got My Sox; or Pink, Red, Blue, What Are You? Read as many as you 
have time for, encouraging learners to contribute the next word. 

9. Read aloud together Leo the Late Bloomer. Children develop at different 
rates, and it is important to be supportive and encouraging of children while 
trusting the process of growth. 

Discuss how this book can be used to open a conversation about feeling 
slow or different. Also discuss how it offers the opportunity to explain fig¬ 
ures of speech and common sayings (late bloomer, a watched pot never 
boils). Other books with a playful approach to language are The King Who 
Rained , A Little Pigeon Toad , or Rib Ticklers. 

Source: Adapted from P.A.R.E.N.T.S., by Jane Curtis and Carole Talan, California State Library, 

1996. 



Training/Education for Parents, Other Caregivers, and Teachers 


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Other Lesson Plans 


What information did the parent You hold parent meetings 
share? 

Many larger programs have regular or special 
parent meetings. These can serve a variety of 
purposes: to share information, to build parenting 
skills, and to do specific activities together. 


A number of parents have had unpleasant experi¬ 
ences with schools, and they may be reluctant to 
join in these groups. Some have complications with 
time, language, travel arrangements, or childcare. 


What examples of children’s Use your own judgment about whether meetings 

work were shared? will be successful with the parents of children in 

your group. Ask parents to suggest topics or 
speakers if you think they will be well accepted. 
These are some ideas that have worked well in 
other programs. Add to this list any topics you 
might like to consider for parent meetings: 


What plans were agreed upon for 
the future? 


discipline 

bedtime 

allergies 

meal planning or nutrition 
gift ideas for children 
children’s books 
early reading skills 

sick child care 

getting ready for kindergarten 

TV and movies 

holidays 

budgeting 

family recreation activities 

babysitters 

home play activities 


You will discuss this experience 
during your CDA Seminar. 

Source: Essentials. 


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Resource Centers 

More and more libraries are developing family and child resource centers that 
are used not only by parents and others concerned with their own child, but also 
by all of the many types of agencies that serve children and families across the 
community. One of the outstanding models for this kind of center is found in the 
Middle Country Library in Suffolk County on Long Island, New York. Such a 
center contains materials of all types: books, articles, videos, and computerized 
databases on every imaginable aspect of a child’s and a family’s well-being such 
as health, mental health, family relations, legal rights, discipline, normal devel¬ 
opment, and disabilities. Everything can be found here in one place. So successful 
has the library been and so complete is its collection that most agencies in the 
county have given up trying to keep up with the flow of information in this area 
and have given full support and collaboration to the library’s centered effort. As 
this book is being written, a foundation-funded project is helping libraries in three 
urban and one rural setting to emulate the center and its constant program of dis¬ 
cussions groups, training, and assistance for professional caregivers such as Head 
Start staff members and parents. 


Technical Assistance 

As a part of your Library-Head Start Partnership, most libraries, whether they 
have such a highly developed center or not, can show Head Start staffers how to 
do a number of useful things such as set up a classroom so that it is “print-rich”; 
how to repair and maintain the collection of books the Head Start classroom owns 
itself; how to prepare pictures for use in enlarging, laminating, or other changes; 
how to organize resource files of pictures or articles for parents and teachers; and 
how to identify those aspects of the reading-related program that can be effec¬ 
tively performed by volunteer parents and aides. Many libraries are able to pro¬ 
vide the Head Start classroom with books or other materials on long-term loan. As 
we indicate in the video—the script of which is found in the appendix—your 
library partnership may enable you to buy books for far less than you have been 
accustomed to paying for them. The library can order those books at discount 
prices along with its order. An entire workshop session could be built around ex¬ 
amining material for a given curricular segment such as how flowers and plants 
grow or what the building blocks for nutrition are. One of the popular workshops 
for Head Start staff members is about how to know if a book is a good book and if 
children will like it, as well as how to match particular books to particular chil¬ 
dren. Librarians can give workshops to both parents and staff members on creat¬ 
ing craft projects, making puppets of various kinds, planning for dramatic play, 
and more. Children love to make a book themselves, among the many possible 
craft projects. Planning a listening, reading, and writing comer is one of the first 
things that the librarian partner can do to assist the Head Start staff. 


Training/Education for Parents, Other Caregivers, and Teachers 


181 



On the following pages, we have included information from an excellent book 
by Sue McCleaf Nesbeca titled Library Programming for Families with Young 
Children. The pages were in Figure 7.2, “Sample Topics to Be Included in a 
Workshop for Early Childhood Educators.” 

After those pages of topics, we have included information from the booklet 
that accompanies our Head Start video, plus four pages from the manual for the 
Child Development Associates (CDA) Professional Preparation Program called 
Essentials. The latter contains the basic curriculum for people seeking certifica¬ 
tion from institutions throughout the country that coordinate this training in the 
CDA Professional Preparation Program. This guide was published in 1991 by the 
Council for Early Childhood Professional Recognition and was edited by Carol 
Brunson Phillips. Minor revisions and additions are made from time to time, but 
the guide is still the official one for CDA training and the portions relating to 
reading and library use remain the same. 

This chapter has explained that libraries can serve Head Start children and 
their needs in two distinctly different ways: (1) through materials and programs 
directly addressed to them and through programs directed to the adults who sup¬ 
port the learning and emergent literacy of Head Start children. 



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Sample Topics to Be Included in a Workshop For Early Childhood 
Educators 


I. Reasons to share literature with young children 

A. Importance of sharing books and language activities from birth 

B. Importance of sharing books on a daily basis 

C. Literacy rates and statistics 

D. Importance of learning in the early years 

E. Effects of television and videos 

F. Caregivers as models and the importance of their reading habits 

G. Role early childhood educators can play in young children’s 
literacy skills 

II. The how to’s of sharing books with young children 

A. How to pick good books to read that you enjoy 

B. How to pick books considering young children’s developmental 
stages 

C. How to use suggested guides or resource books for selecting books 
and how to use librarians for suggestions 

D. What to look for when selecting books 

E. What children are learning when you read to them 

F. How to determine the importance of picture book art 

G. What types of books to avoid 

H. How to read books 

1. How to hold books 

2. How to read with enthusiasm and use different voices 

3. How to talk about books after sharing them 



Training/Education for Parents, Other Caregivers, and Teachers 


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I. What special types of books or materials to share in addition to 
picture books 

1. Board and cloth books for very young children 

2. Folk or fairy tales 

3. Wordless books 

4. Informational books 

5. Concept books 

6. Audiotapes, musical cassettes, videos, etc. 

III. Methods of storytelling 

A. Participation stories 

B. Creative dramatics 

C. Flannel board, magnetic board, and Velcro board 

D. Tell and draw stories 

E. Clothesline stories 

F. String stories 

G. Puppetry 

H. Use of props 

IV. Literature extensions 

A. Art extensions 

B. Music extensions 

C. Mother Goose, poetry, rhymes, rap, fingerplays 

D. Science extensions 

E. Math extensions 

F. Cooking extensions 

G. Nature extensions 


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Training/Education for Parents, Other Caregivers, and Teachers 



V. 


Areas for setting up a literacy-rich classroom 


A. Book area 

B. Creative dramatics area 

C. Puppet area 

D. Writing center 

E. Other areas—music, etc. 

VI. Do’s to promote literacy experiences 

A. Read aloud to children on a daily basis 

B. Read to children for enjoyment—not to teach them to read or to 
learn phonics 

C. Do not use worksheets, ditto sheets, or coloring sheets 

D. Allow children to ask questions about books you have read 

E. Talk about the books you have read 

F. Read different types of stories 

G. Use wordless books and have children tell the story through the 
pictures 

H. Use literature extensions whenever possible 

I. Have a variety of writing materials 

J. Have books for children to look at during free times 

Source: Adapted from Library Programming for Families with Young Children: A How-To-Do-It 
Manual by Sue McCleaf Nesbeca, 1994. 



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Using the Video 


Suggestions for Using the Video in a Workshop for 
Staff Awareness and Development 

In doing a workshop, you want maximum 
participation, so it is suggested that there be full 
discussion after the showing of each segment. 

Here are possible questions: 

SEGMENT I 

• If the librarian does not contact you, what - 

can you do to begin to establish the 

partnership? - 

• Why is it important for you to visit the 
library right at the beginning and not just 
have the librarian come to see you in your 
classroom? 

• Does any Head Start person here have an - 

on-going relationship with the library? How 

did it start and what happens? - 

• Any relationship to be successful should be 
mutually beneficial. What do you think the 

library and the librarians get out of working _ 

with Head Start? 

• Why is it important for the library staff - 

members to know as much as possible about 

the children in your classroom, their - 

families, and the curriculum? 

SEGMENT II 

• Why do we tell stories in so many ways? _ 

• Why is it important that some of the parent, 
family, and children events be held in the 
library and not just in the Head Start 
classroom? 

• In addition to good storytellers, what other _ 

kinds of people resources could the 

librarians help you to find out about? - 

• Let’s talk about the role of books in building 
resilience, self-esteem, and self-confidence 
and perspectives in children of Head Start 
age. What do these things have to do with 



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Training/Education for Parents, Other Caregivers, and Teachers 




















developing language and pre-reading skills, 
including imagination and the willingness to 
ask questions and to share observations and 
feelings? 

• What are some of the basics you believe are 
important to making a good presentation? 

SEGMENT in 

• Why is it so important to expose children to 
books and other materials of the highest 
quality? What book do you like best to read 
or tell from? 

• In the video some of the qualities that make 
a good book were outlined. Which are the 
ones you would look for first because you 
believe they are more important than some 
of the others? 

• Have a group of books available. Examine 
them and talk about them. What would a 
child or several children in your class enjoy 
most about one or more of them? How do 
you believe one of those books might raise a 
child’s sense of self-esteem or lend a sense 
of perspective? 

• Can you think of ways to use some of the 
books shown in the video or some of those 
you have at hand in the workshop in 
connection with your curriculum? 

• What kinds of lists would you like to have 
to help you select books? How would you 
like the librarians to help you? 

• Can you think of some other kinds of 
extenders or enhancers (perhaps objects of 
various kinds) to use with books—either to 
lead up to them or to help children to 
remember those books along with 
something important to the child? What will 
help children remember the books long after 
they have been read? What enhancers from 
the video did you like best? 




Training/Education for Parents, Other Caregivers, and Teachers 


187 
























SEGMENT IV 


• What are some of the ways you can help 
parents learn to reinforce or lead into books? 
Discuss some ways to talk to children or to 
take advantage of everyday events that lead 
to reading. 

• What help do you think you could give to 
parents who would like to read better so that 
they can model reading for their children 
and share books with them? How could the 
librarian help with this? 

• Could you do a parent workshop about 
books and learning that would be different 
from the one shown in the video? What 
would you do? 

• What are some of the ways that parents or 
families of your children could benefit from 
getting to know more about available library 
services? 

• How do you think librarians can be of 
greater help to those parents in the home- 
based option and to the Head Start staff 
members who provide for them? 

• What kinds of technical assistance would 
you most like to have from the librarians? 


Source: Adapted from the booklet that accompanies the Library-Head Start video, 1993. 



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Training/Education for Parents, Other Caregivers, and Teachers 

















Prompts to Reading Awareness 

Child Development Associates Professional Preparation Program 

Remember (and remind parents too) that the library is a wonderful resource. 
Children’s librarians are trained in child development as well as literature and 
other resources. They can provide children and families with a positive introduc¬ 
tion to a whole new world of information—through toys, books, audio, and video 
materials. Libraries are publicly funded and free to everyone! 

Games. One often overlooked aspect of culture is children’s games. Every 
culture has its own games. Many games can be made with household objects or 
common items such as rocks. Some require no props at all, just a willingness to 
play. Preschool children enjoy games when the rules are tailored to their devel¬ 
opmental abilities and the emphasis is on having fun, not on competition. Perhaps 
a parent or an elderly person in the neighborhood would be delighted to play some 
favorites with the children. 

Vehicles. Most young children are very interested in various modes of trans¬ 
portation and construction. Select vehicles and tools from several cultures and 
time periods: sleds, boats, wagons, trains, rockets, shovels, and road graders. 

If you are not sure where to locate books and other materials or to find some 
resource people to assist you, remember to check with your local library. A li¬ 
brarian’s job is to keep records of various community resources as well as to col¬ 
lect and arrange many print and nonprint materials. 

What kinds of objects can you add to provide a better balance of multicultural 
experiences for young children? 


Share your ideas with your Field Advisor and the other CD A candidates in 
your seminar. 

Music. Music from many cultures is marvelous for developing an appreciation 
for different types of instruments, rhythms, expressions, themes, and languages. 


Training/Education for Parents, Other Caregivers, and Teachers 


189 







While recordings are useful, it is hard for children to visualize who is playing 
the music and what the instruments look like. Try to obtain real instruments, such 
as drums, different types of bells, stringed instruments, or shakers, from several 
cultures. 

Print. Provide children with good models of print. Print neatly yourself. Use 
capital letters for the first letters of names and lowercase letters when they are ap¬ 
propriate. As you write, and if the child seems interested, talk about the sounds 
some of the letters make. Make your own writing accurate—check your spellings 
if you are unsure. 

Encourage children to use invented spelling —children write down the letters 
they hear in the word. You’ll be amazed how easy it is to read, and rest assured 
that they will learn to spell properly when they are older. Just enjoy what the chil¬ 
dren write. As their muscles and minds mature, they will be able to write in ways 
that are more legible. For now, you want to keep children’s interest and self- 
confidence at a peak. 

Fill children s lives with print. When children are surrounded by language and 
print, they see how it is used and it begins to become familiar. You don’t expect 
young children to learn to read, but you do expect them to feel comfortable with 
words—ideas and feelings—both spoken and written, in one or more languages. 

One important factor in nurturing eager readers is for them to see others 
reading. Encourage parents to read to their children and to read to themselves for 
pleasure. Let children see them reading books, magazines, cereal boxes, recipes, 
instruction manuals, grocery lists, and coupons. 

Print should be a real, everyday feature in your program, not just ABC letters 
on children’s plates or sneakers! Instead, look for real uses of print: 

• Labels on boxes and cans 

• Directions for how to put something together 

• A chart or simple schedule 

• Play the piano or autoharp with music in front of you 

• Use the telephone book or the parent list to look up a number 

• Make a list of children who want to use an activity area that is temporarily full 

• Write a grocery or other list of supplies you need 

• Write children’s names on their artwork. 


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Training/Education for Parents, Other Caregivers, and Teachers 



You can help children see how print is used in everything they do. 

Remember to expose children to print in various languages. Empty food con¬ 
tainers with labels in different languages can be one way. Books, magazines, and 
newspapers are another. When you label things—artwork, areas of the room, or 
materials—use two languages with a different color for each. The children will 
eventually ask questions and begin to see how words are written in different 
languages. 

Take a look at the kinds of print that children encounter every day in your 
program. Make a list of the opportunities you see. 


Can you think of new materials or activities to add? List some ideas here. 


Keep the activities appropriate. You may have noticed that we haven’t used 
the terms reading readiness or pre-reading skills. Why? Because reading is not 
something children do all of a sudden. There is no magical moment when they are 
“ready” to read or write. 

All real experiences contribute to children’s speaking, reading, and writing 
skills because children build a foundation of things to talk, read, and write about. 
Children learn about language and reading gradually. (Recently, the term “emer¬ 
gent literacy” has been used.) 

Therefore, early childhood professionals describe everything we have just 
talked about as children's early reading skills. You are not teaching children to 
read. You are giving them the foundation of experiences—and the inspiration—to 
want to learn to read. 

We have failed to mention items such as the following: 

• Alphabet blocks 

• Rubber stamp letters 


Training/Education for Parents, Other Caregivers, and Teachers 


191 









• Magnetic letters 

• Charts of letters 

• Alphabet lotto games 

• The ABC song 

• Other so-called readiness materials and activities 

Why did we neglect such things? Because they make sense only after children 
have had lots of experiences with real things and with words in the context of the 
things they do every day. You may want to include just a few of these items for 
more mature preschoolers, but none are necessary for children to be well prepared 
for later reading or for writing. 

Infants, toddlers, and young preschool children benefit even less from such 
abstract materials, so think carefully before purchasing such items. 

We hope that by now it is also clear that we think the activities listed below 
are unnecessary and inappropriate for young children: 

• Flashcards 

• Worksheets 

• Workbooks 

• Phonics lessons 

• Drills 

These things won’t help children reach any of our long-term goals and, in fact, 
can easily turn children off, rather than on, to reading. Don’t take the risk! Make 
reading really fun and useful. 

Parents may ask you about teaching their child to read or may even pressure 
you to begin teaching formal phonics. Be prepared to respond with a professional 
answer about the values of a print-rich environment. Parents can best help their 
children learn to read by providing listening and word experiences. Singing, talk¬ 
ing, reciting rhymes, and reading aloud provide the foundation a child needs to 
learn to read when he or she is ready. 

Think about these points. Does your program share this view? Discuss this is¬ 
sue with the other staff members in your classroom. If they have a different view 
of reading readiness, describe some developmentally appropriate ways you are 


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Training/Education for Parents, Other Caregivers, and Teachers 



learning to invite children to become readers. Tell your advisor about your 
progress! 

Let’s now see how children’s music and art can be used to build even further 
upon their ability to communicate. 

Children enjoy the sound of music. 

Spontaneous. Talking with children is best when it is a spontaneous and a 
natural part of the day. And so is music. Don’t wait until 10:15 on Wednesday to 
sing “The Itsy Bitsy Spider.” If it’s raining, sing! If a child brings in some new 
maracas sent by a relative in Mexico, don’t put off playing them until music time. 
Or if a child brings in a Michael Jackson record, put it on and dance! 

What is the best part about music with young children? They love it. And they 
couldn’t care less whether you can carry a tune, play an instrument, read music, or 
even keep on time with the beat. Just enjoy yourselves. 

Sing and sing and sing. Sing a lullaby to babies as they fall asleep. When 
something great happens—a child has just become a new sister or brother—break 
out in a joyous version of “If You’re Happy....” When you have spaghetti for 
lunch, start or finish with “On Top of Spaghetti.” 

Don’t be shy! Stand up, move around, and sing! 

Source: Essentials. 


Evaluation: Two Models 

Head Start has many ways of evaluating its program and the program’s effec¬ 
tiveness. What we are proposing in this section on evaluation is guidelines for 
evaluating cooperative and collaborative projects such as the 
Library-Museum-Head Start Partnership. In fact, the examples we are using are 
based on the presentations at the workshops we conducted across the country for 
this partnership project. 



Training/Education for Parents, Other Caregivers, and Teachers 


193 



Keith Curry Lance, Colorado State Library researcher, outlines the evaluation 
process through “Tell It! Like It Is.” This basic introduction to evaluation is 
captured in the following: 

Talk about the vision. 

• Brainstorm with stakeholder groups. 

• Complete sentences such as “A good cooperative program involving Head 
Start programs, libraries, and museums will...” 

• Set priorities among multiple visions. 

Explore alternatives and design the approach. 

• List alternative approaches. 

• Consider what worked before and why. 

• Weigh tradeoffs. 

• Identify barriers. 

• Set priorities among alternative approaches. 

• Think of criteria that different stakeholders might use to evaluate them. 

Learn from what’s happening. 

• Schedule times to assess progress. 

• Collect appropriate data. 

• Listen to what it’s telling you. 

• Talk about it with those who can best tell you what’s happening. 

• Embrace change, if needed. 

• “Cheerlead” those on the front lines, as needed. 

Let people know what happened. 

• What will be evidence of work toward the vision? 

• Collect such evidence. 

• List those who need to learn what happened. 

• Think about how to inform stakeholders (newsletter, report, meetings, e-mail). 


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Training/Education for Parents, Other Caregivers, and Teachers 




Integrate results with ongoing services. 

• Plan to integrate, if successful. 

• Identify who needs to be involved to make this occur. 

• Decide where and how the project fits with ongoing services. 

• Raise awareness internally and externally. 

• Rotate regular and project staff members. 

• “Weed” unneeded projects or services. 

• Add to goals, plan, budget. 

Think about how it all worked. 

• Reflect on what success means. 

• List things to remember for next project. 

• Decide if you will do it differently on an ongoing basis. 

• Review materials used. 

• Identify future projects that branch off from this one. 

Dr. Lance also outlines methods for collecting data. He suggests that you use 
available data, surveys such as questionnaires and interviews, focus groups, ob¬ 
servations, and narrative analysis. A fuller explanation of the points outlined 
above are found in Tell It! Like It Is , a book available from the American Library 
Association, 50 E. Huron, Chicago, IL 60611. 

At another Library-Museum-Head Start Partnership Workshop, Dr. Richard 
A. Chase of the Wilder Research Center in Minnesota outlined his remarks by 
giving a dozen pointers and challenges about evaluation and collaboration. The 
following is based on his presentation: 

1. There are two main reasons to evaluate. Evaluation should be useful for im¬ 
proving processes (decision making, service delivery, outreach, collabora¬ 
tion) and for providing evidence of results (for supporting claims about 
effectiveness, for future support). Evaluation should facilitate your process 
and flow out of what you are doing. 

2. Being good people who do good work and having a strong mission are not 
enough. Are you making a difference in the lives of people? That’s the stuff 
of evaluation. 



Training/Education for Parents, Other Caregivers, and Teachers 


195 



3. Evaluation and common sense are not mutually exclusive. Some people 
make evaluation more complicated than it has to be. Keep it simple. If the 
evaluation does not make sense to you, that’s a clue that you may have the 
wrong evaluator. Get another one. 

4. Evaluation should be inclusive and participatory. Evaluation cannot be done 
without your help and your doing part of it. 

5. Find practical sources of information. Start with existing information, pro¬ 
gram records, or meeting minutes. Make them more structured and standard 
to serve two purposes. Use other people’s data (the library can conduct a 
search of existing data that may be relevant). 

6. Seek the highest level of evidence for your level and intensity of interven¬ 
tion. Articulate your goals at your level of intervention. For instance, plan an 
art and story day for Head Start kids who do not have grandparents but who 
have been matched with a volunteer grandparent. The kids and surrogate 
grandparents will meet every other Saturday for a year at either the library 
or the museum. They will have art and stories at both places. 

- What can you realistically evaluate? 

- How many kids show up? How many like it? 

- How many parents like it because they get the morning off? 

- Can you realistically improve appreciation for art and stories and 
intergenerational relationships (attitudes)? 

- Can you improve reading levels (skills)? 

- Can you increase the number of times the kids and their parents go to the 
library and museum on their own when the program isn’t the reason 
(behaviors)? 

These changes in attitudes, skills, and behavior would be just for those who 
used the library and museum program. However, these goals are 
measurable. 

7. For coalition-building and collaboration, the number one advice is to give it 
time. Collaboration is hard. In fact, it adds work at first. Give it time. Trust 
and relationships do not come automatically, and they don’t spring up fully 
developed. There is process involved in collaboration and the sharing of the 
credit. 


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Training/Education for Parents, Other Caregivers, and Teachers 



8. Collaboration is not the goal; it’s the means to your goals. The place to look 
for signs of reaching the goal of improved family literacy is with the fami¬ 
lies and children you are trying to reach. 

9. A challenge of collaboration is transferring to clients or families the knowl¬ 
edge and power gained through collaboration. Empowering staff profession¬ 
als is a step toward this challenge. 

10. Leadership is necessary in coalition-building. Coalition requires shared 
commitment, strong shared mission, teamwork, trust, and strong effective 
leadership. 

11. External communication is important so you can keep the outside world in¬ 
formed about what you are doing. Without external communication you will 
lose perspective, lose allies, and lose your basis for ongoing support. 

12. Retention without burnout is important so that small numbers of people do 
not end up doing all the work. Having people who bum out will lead to 
turnover and lack of continuity. You will have to start all over again. Prac¬ 
tice universal participation and mutual accountability for results. Keeping 
everyone involved is the key to successful collaboration. 

Parents should be involved in the evaluation of the Library-Museum Partner¬ 
ship project, just as they are in all of the Head Start program. The following ex¬ 
ample of a Family Literacy Parent Survey from Dr. Carole Talan’s Family 
Literacy: A Start-Up Manual and Guide can be adapted for use with your parents. 



Training/Education for Parents, Other Caregivers, and Teachers 


197 



Family Literacy Parent Survey (pre and post) 


Date_ 

Learner’s Name 
Child’s Age_ 


Tutor’s Name 


1. Do you look at books or magazines with 
your child? 

2. Do you read aloud to your child? 

3. Do you enjoy reading to your child? 

4. How long will a book hold your child’s 
attention? 

• Less than 5 minutes? 

• 5-10 minutes? 

• 15 minutes or more? 

5. Do you have a regular reading time? 

6. Does your child ask you to read to him or 
her? 

7. Can your child tell you the story after you 
have read to him or her? 

8. Does your child look at books by herself or 
himself? 

9. Do you buy new or used books for your 
child? 

10. Do you have art supplies for your child at 
home? (paper, scissors, crayons, chalk) 

11. Do you sing or recite rhymes to your child? 

12. Do you play games with your child? 

13. Do you set an example by showing your 
child that you read and write every day? 

14. Do you go to the library with your child? 


Regularly 

Sometimes 

Never 


(Check one circle) 


o 

o 

o 

o 

o 

o 

0 

o 

o 

0 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

0 

o 

o 

o 

o 

0 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 



198 


Training/Education for Parents, Other Caregivers, and Teachers 







IF YOU HAVE A CHILD IN SCHOOL, PLEASE COMPLETE THE FOLLOWING: 
Grade in school 


15. Do you go to parent’s meetings or other 
school activities? 

16. Do you write notes to or call your child’s 
teacher? 

17. Do you volunteer at your child’s school? 

18. Do you help your child with homework? 

19. Do you provide a place, special time, and 
materials for your child to do homework? 

20. Does your child use the library? 


Regularly 

Sometimes 
(Check one circle) 

Never 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 

o 


Source: Adapted from Contra Costa County Library’s Families for Literacy Program Parent Survey. 



Training/Education for Parents, Other Caregivers, and Teachers 


199 





Children Learn What They Live 

By Dorothy Law Nolle 



If a child lives with criticism, 

He learns to condemn. 

If a child lives with hostility, 

He learns to fight. 

If a child lives with ridicule, 

He learns to be shy. 

If a child lives with shame, 

He learns to feel guilty. 

If a child lives with tolerance, 

He learns to be patient. 

If a child lives with encouragement, 

He learns confidence. 

If a child lives with praise, 

He learns justice. 

If a child lives with security, 

He learns to have faith. 

If a child lives with approval, 

He learns to like himself. 

If a child lives with acceptance and friendship 
He learns to find love in the world. 



200 


Training/Education for Parents, Other Caregivers, and Teachers 




Chapter 6 

Community Collaboration and Resources 


First Steps in Collaboration 

As Dr. Richard Chase outlined in the previous chapter, collaborative efforts 
like the Library-Museum-Head Start Partnership project take extra work at the 
beginning. And that means that you have not only your job to perform, but also 
the added work of establishing a collaboration. Why then would you take on the 
collaborative project? One very important reason is that you need help in extend¬ 
ing the Head Start program into the home and the community so that lessons 
learned in your classroom can be integrated into the life of your Head Start chil¬ 
dren beyond the classroom door. The lessons learned in your classroom are not 
only skills that ensure success in school but also skills that are necessary for 
success in life. 

Recently, “Kids Can’t Wait: A Summit on Library Services for Children” was 
held in Flint, Michigan, and covered guidelines for team planning. You may want 
to ask yourself some of the questions the participants were asked. 

How are we doing? 

• How well are we connected with other agencies that offer services to children 
in our community? 

• How could relationships with other agencies help me improve outcomes for 
the children and the families we serve? 

How can we improve interagency relationships? 

• Do the agencies serving children and families in our community have a 
common vision of what they are trying to accomplish? 

• Do we have close working relationships with other agencies that deliver 
services to children and their families? 

• How can I improve relationships with other service providers? 

If you take stock of your position in the community by answering those ques¬ 
tions on behalf of Head Start and of the children and families in the program, you 


201 



will begin to see why a collaboration among Head Start, libraries, and museums 
will benefit those most in need—the children and their families. You may want to 
take the lead in developing the partnership with libraries and museums. Invite 
staff members from both to a meeting to discuss possibilities for collaboration. 
You may want to think about the following guidelines for new partners. 

• Involve all key players. 

• Establish a shared vision. 

• Choose a realistic strategy. 

• Agree to disagree in the process. 

• Make promises you can keep. 

• Keep your eye on the prize. 

• Build ownership at all levels. 

• Avoid red herrings. 

• Institutionalize change. 

• Publicize your success. 

These guidelines were distributed to participants at the Kids Can’t Wait 
Summit. Other essential elements for making a partnership work were discussed 
by Bev Propes, Executive Director, Community University Partnership, 
University of Minnesota. The essential elements include these: 

• Communication 

• Cooperation 

• Coordination 

• Authority and accountability 

• Resources 



202 


Community Collaboration and Resources 



Collaboration Planning 

Besides these essentials, you can concentrate on implementing your plan by 
following these recommended steps: 

• Decide the content and format of your program. 

• Develop a timeline. 

• Establish who will be responsible for expenses. 

• Designate who will conduct the program. 

• Determine the staff involvement. 

• Resolve the need for volunteers and the training required. 

• Plan publicity and its implementation. 

• Develop an evaluation of the partnership program. 

During one of the Library-Museum-Head Start Partnership workshops held 
around the country, Gwen Chance, Director of Texas Head Start State Collabora¬ 
tion, gave the following elements of a successful collaboration process: 

• Mutual respect for skills and knowledge 

• Professional appearance and etiquette 

• Honest and clear communication 

• Understanding of each other’s roles, responsibilities, and mandates 

• Shared planning and decision making 

• Open and two-way sharing of information 

• Accessibility, accountability, and responsiveness of responsible parties 

• Joint evaluation of progress 

• Absence of labeling and blaming in the face of problems 

• Ability to negotiate through presenting problems and compromise 

• Mutual focus on the common goal 

• Ongoing commitment to the collaboration process 


Community Collaboration and Resources 


203 




The Texas Head Start Collaboration Project explains that collaboration is the 
process by which agencies formally commit themselves on a long-term basis to 
work together to accomplish a common mission. Collaboration brings previously 
separate organizations into a new working structure that requires joint compre¬ 
hensive planning, implementation, and assessment. This structure necessitates a 
sharing of resources, power, and authority. It also requires organizations to blend 
their strengths as well as negotiate their differences with an underlying attitude of 
trust. The goal of collaboration is the provision of comprehensive services for 
families that will improve family outcomes. 

The Community Collaborations for Family Literacy by S. Quezada and R. 
Nickse spells out indicators for successful participation in collaborative efforts. 
They include the following: 

• Developed new tools for interagency planning 

• Promoted better or more effective ways to serve a shared target population 

• Reduced isolation 

• Developed a local network of service providers 

• Provided new materials and resources 

• Changed conception of services from an individual to a family focus 

• Provided confirmation to librarians and museum educators about the impor¬ 
tance of their role in service to children and their families 

• Developed outreach strategies 

• Provided opportunities to share information about services 

We have already discussed that collaborations take time. In addition, other 
barriers may need to be reviewed and discussed so that they do not stand in the 
way of your success. Here are some barriers: 

• Lack of support or approval from direct line supervisors or administration 

• Turf issues related to funding and missions 

• Lack of resources 

• Lack of technical assistance 


204 


Community Collaboration and Resources 



The key to overcoming negative effects on the establishment of a good col¬ 
laboration is to recognize that these items can be barriers and to discuss them up 
front with all of the involved players. 

According to the Colorado Head Start State Collaboration Project, the four Cs 
of collaboration are 

• Common vision 

• Commitment 

• Clear communication 

• Collective strength 

Benefits of Collaboration 

A long-term study by the Perry Preschool Project in Michigan showed that 
quality early childhood education programs can do the following: 

• Reduce the need for special education services in schools. 

• Decrease the number of children who repeat a grade. 

• Increase the chance of graduation from high school. 

• Decrease involvement with the criminal justice system. 

Memorandum of Agreement 

One of the major barriers in a collaborative project is a clear understanding of 
the roles and responsibilities of participating agencies. This barrier can easily be 
overcome by drafting a memorandum of agreement. The draft by the key players 
should be agreed to and signed by the administration of the involved agencies, 
which in this case would be Head Start, the library, and the museum. Rather than 
reinventing the wheel, later in this chapter we will give examples of an agreement 
that can serve as a model for you and of agreements that have been actually de¬ 
veloped and used in successful Library-Museum-Head Start Partnership projects. 

Each location is unique even though there are many commonalties among like 
agencies. Therefore, you and your new partners will want to draft your own 
agreement. Gwen Chance, Director of the Texas State Head Start Collaboration, 
states that a win-win interagency agreement clarifies, formalizes, and spells out 
agency relationships in order to avoid misunderstandings among agencies. She 
further states that an outcome of the collaboration process should be the estab- 


Community Collaboration and Resources 


205 



lishment of an on-going relationship between agencies that allows for the provi¬ 
sion of comprehensive services for children and their families. According to 
Ms. Chance, agreements should contain the following: 

• Name of agencies and organizations involved 

• Brief, separate mission statements of organizations signing agreement 

• Purpose of agreement 

• Definition of terms pertinent to the agreement, if needed 

• Roles and responsibilities of each agency partner 

• Statement of fiscal responsibilities 

• Mechanisms for evaluation agreement 

• Procedures for each activity that was committed to 

• Dates 

• Signatures 

We thank the various partnerships for their willingness to share copies of their 
agreements with our readers. 

Publicity and Promotion 

Do not keep this exciting partnership a secret. Nothing succeeds like success, 
and you need to tell your community about the Library-Museum-Head Start 
Partnership project. Often when businesses and other community agencies and 
organizations hear about a cooperative project, they want to join. They may even 
want to volunteer to help in the Head Start classroom, the library, or the museum. 

Here are a few suggestions for promoting the partnership that are adapted 
from the Born to Read Planning Manual (ALA, 1996), which is based on the suc¬ 
cessful partnership between librarians and health care professionals who serve at- 
risk families. 

Define your target audience. (Whom would you like to reach with the 
information?) 

Choose the best way to communicate. 

• Use personal interaction, such as public speaking or telephone contact. 

• Print written materials, such as fliers or information brochures. 


206 


Community Collaboration and Resources 



• Use the broadcast medium, such as interview programs or public service 
announcements. 

• Advertise through displays, such as print ads or banners. 

• Create graphics, such as posters, buttons, bookmarks, or displays. 

Develop a fact sheet with basic information about the partnership. 

• Include startling facts about your service area. 

• Give a clear outline of the program format. 

• Include a contact person or persons plus a local phone number for further 
information. 

• Develop a promotion calendar. 

• Learn about your local deadlines. 

• Use a checklist to remind you of dates and elements of the promotion. 

• Develop a press release for the kickoff. 

• Develop a press release as the program progresses, using pictures and quotes 
from children and families involved in the program (with permission, of 
course). 

Sources for Funding 

Head Start has money set aside for establishing cooperative projects like this 
because such projects support Head Start’s policy of providing family literacy. 
There are also small sums of money for transportation, training, materials, and 
other aspects of a partnership. However, you may want to seek private funding for 
special projects within the program. As you approach funding prospects, you 
should consider these steps that are based on remarks given in 1994 by George V. 
Grune, chairman of the DeWitt Wallace-Reader’s Digest Fund and Lila 
Wallace-Reader’s Digest Fund. 

1. Do your homework. Take time to learn everything you can about a funder. 
Suppliers of funds are looking for programs, projects, and organizations that 
advance their mission rather than funding what used to be called “good 
works.” They want to use their money to bring about long-term benefits. 


Community Collaboration and Resources 


207 



2. Play by the rules. Follow the foundation’s application guidelines, and do 
what is asked. Know exactly how an organization likes to be approached. If 
the fund guidelines specify a two-page letter, do not send a 50-page 
proposal. 

3. Communicate clearly. That means clearly defining the goals for the project, 
the strategies for implementation, and the benchmarks for measuring suc¬ 
cess. Do not make unrealistic promises, because today’s sophisticated fund 
providers are practical and realistic. 

4. Deliver on your promises. If you are fortunate enough to get a grant, there is 
nothing more important for your future relationship with that fund than do¬ 
ing what you said you planned to do with the money. All funds expect in¬ 
formation that is clear, concise, candid, and delivered on time. 

Funders want their grantees to succeed. When we hear 
about problems, we can work together on solutions. 

—George V. Grune, chair of the DeWitt Wallace-Reader’s Digest Fund 
and Lila Wallace-Reader’s Digest Fund 

One additional thought from experience: don’t expect that all contributions 
must be large ones or from foundations or businesses. Many partnerships have 
received support from interested individuals such as the pediatrician in Texas who 
paid museum entrance fees for children and Head Start families for a year’s worth 
of visits. 



208 


Community Collaboration and Resources 



Potential Audiences for the Video 
Using It as a Program with Groups 


This video is targeted primarily to Head 
Start staff members and is intended to assist 
them in building an effective partnership with 
librarians who serve young children. The secon¬ 
dary audience is the librarians themselves, so 
that they realize what raised expectations Head 
Start staff members may have of them. How¬ 
ever, the video can be used to raise awareness 
(1) of the Head Start program and (2) of library 
programs and the value of forming their partner¬ 
ships with many other audiences. Among those 
audiences are potential volunteers, potential 
funding sources, personnel of other early child¬ 
hood and family-serving agencies. 

Here are some groups to whom you might 
offer to show this video as an hour-long pro¬ 
gram (including time for discussion): 

• Friends of the library and trustees of the 
library 

• Adult learners and potential learners 

• Daycare providers and childcare or youth 
services coordinating councils 

• Elementary school teachers and members of 
PTA 

• Library school classes and staff develop¬ 
ment sessions for librarians 

• City councils and boards of supervisors 

• Mayors and other local and state-elected 
officials 

• Staff and administration of local social 
service agencies 

• Staff of city and county health departments 

• Members of service clubs and organizations, 
such as Rotary, Soroptomist, Kiwanis, and 
AARP units 

Because public libraries throughout the 
country have suffered severe budget and staff 
cuts, you might, if appropriate, make a plea for 
funds to assist librarians in taking on this addi- 


Community Collaboration and Resources 


209 

























tional major task of supporting Head Start pro- - 

grams. Those librarians have an important role 

in developing learners and promoting literacy. - 

Be sure they understand that all the people in the 
video are really doing what they do and speak- 
ing without a script. Only the narration was 
scripted. If time is too short to show the entire 
video, Segments I and IV work well together. 

Segment IV emphasizes the importance of par¬ 
ent involvement as the children’s first and pri- _ 

mary teacher. These two give you 17 minutes of 

film, so the segments could, with brief discus- _ 

sion, fit into a half-hour time slot. You can “fast 
forward” the tape through Segments II and III. 

Introduce a program to your audience by - 

talking briefly about why kids need libraries and 

what libraries can do to help meet the growing - 

need for the following: lifelong learning pat¬ 
terns, higher-level thinking skills, job and career 
flexibility, and opportunities to relearn along the 
life span. Mention also that we know from much 
research that high-level literacy is usually based 
on exposure to books and to reading enjoyment 

in very early childhood. Above all, such literacy _ 

is based on exposure to parents and other sig¬ 
nificant adults who are observed reading and _ 

being very involved in it. 

If time permits, encourage discussion _ 

among members of the audience. After they 

view how the library along with the Head Start - 

program intervenes in the lives of low-income 

families, the audience will understand how such - 

programs might lay a foundation of prevention 
for these educational and social dysfunctions of 
children as they grow older: illiteracy, dropping 
out, teen pregnancy, despair and depression, 

addiction, criminal behavior, and other _ 

problems. 

Ask audience members how they, as indi- _ 

viduals or as a group, can see themselves getting 

involved and helping with the Library-Head -— 

Start Partnership. Ask if there are people in the 

audience who would like to help. Ask what - 

other groups they think should see the video. 

Source: Adapted from the booklet that accompanies the Library-Head Start video, 1993. 


210 


Community Collaboration and Resources 


























SAMPLE 


Memorandum of Agreement 

This agreement is between the Heavenly Valley Head Start Center (Head 
Start) and the Heavenly Valley Public Library (Library) regarding special pro¬ 
grams and related materials and services to be provided by the Library for the 
benefit of Head Start children, parents, and teachers. 



ADMINISTRATION 

The Library hereby designates_, a member 

of its staff, as its liaison to Head Start for purposes of administering this 
agreement. 

Head Start hereby designates_, a member 

of its staff, as its liaison to the Library for purposes of administering this 
agreement. 

Any change, amendment to, or other variation from this agreement shall be in 
writing and duly signed by authorized representatives of the parties. 

Any dispute arising between the parties during the course of the agreement, if 
it cannot be resolved informally, shall be decided by arbitration. Each party shall 
appoint an arbitrator who together shall select a third arbitrator to serve on an ar¬ 
bitration panel. The dispute shall be resolved by the panel under the rules of the 
American Arbitration Association, with a majority of two votes necessary for 
resolution. 

This agreement may be cancelled by either party upon_days written 

notice to the other party. 

TERM OF AGREEMENT 

The term of this agreement is from October 1, 1993, to September 30, 1994. 

LIBRARY SERVICES AND MATERIALS 

The library shall, at reasonable times to be agreed upon by the parties: 

1. Provide four (4) literacy focused programs, each lasting approximately 

_hours for children at Head Start’s site. 

(Attachment A, incorporated herein by reference, is a description of the 

programs.) 


Community Collaboration and Resources 


211 









2. Provide one (1) literacy/library focused program for Head Start parents at 

Head Start’s site lasting approximately_hours. 

(Attachment B, incorporated herein by reference, is a description of the 
program.) 

3. Provide one (1) library/literacy focused program for Head Start teachers, par¬ 
ents, and children at Library’s site lasting approximately_hours. 

(Attachment C, incorporated herein by reference, is a description of the 
program.) 

4. Provide special, long-term (4-week) book loan arrangements for Head Start 
sites and families. 

5. Provide one (1) special orientation program at the Library for Head Start 
teachers in family literacy and in the related use of Library resources. 
(Attachment D, incorporated herein by reference, is a description of the 
program.) 

6. Provide Library consulting services for Head Start teachers not to exceed 

_hours in book selection for Head Start classes, and to assist Head Start 

in expanding on books/topics used in its program. 

7. Provide tutoring services as applicable for Head Start parents in need of 
literacy services. 

(N.B. If the Library does not provide literacy tutoring services, it could pro¬ 
vide help with referral to tutoring services instead. In fact, most California 
public libraries do offer tutoring services.) 

8. Provide special notice and invitation to Head Start classes and families con¬ 
cerning regular Library activities for children, which would be applicable to 
the children’s ages and interests, such as storytimes, special children’s 
programs, etc. 

9. Provide books and materials to Head Start children, parents, and teachers as 
set forth in Attachment E, which is hereby incorporated by reference. 

HEAD START SERVICES AND MATERIALS 

Head Start shall, at reasonable times to be agreed upon by the parties: 

1. Provide transportation for Head Start children, teachers, and parents to a 
minimum of two (2) programs at the Library site. 


212 


Community Collaboration and Resources 






2. Provide transportation occasionally and as necessary for Head Start children 
to the Library to check out books on a regular schedule to be agreed upon by 
the parties. 

3. Reimburse the Library for books and other materials specified in Attachment 
E. (Average of $3 per book, 5 books per child, 20 children per class, 4 pro¬ 
grams plus 1 parent meeting, and 1 classroom set of the same books per year.) 

4. Provide two to four volunteers to be trained by Library staff to assist with the 
Head Start-Library program. 

5. Provide a set, dedicated, and agreed upon time for the programs specified 
herein with no other activities scheduled that would interfere with the 
programs. 

6. Provide child care while parents receive literacy tutoring (if literacy tutoring is 
provided). 

PAYMENT 

Head Start shall pay the Library a total of $_for the services and 

materials specified herein as more specifically set forth in Schedule 1, attached 
hereto and incorporated herein by reference. (Optional) Payment of 

$_monthly in arrears shall be made to the Library by Head Start 

upon receipt of a duly executed monthly invoice from the Library. 

FEDERAL FUND REQUIREMENTS APPLICABLE 

All federal regulations pertaining to equal employment opportunity, wages, 
nondiscrimination in employment, and other requirements found in the Code of 
Federal Regulations with respect to recipients of federal funds are applicable. At¬ 
tached hereto and incorporated by reference are the provisions applicable to this 
agreement, which the Library hereby agrees to. 

Dated: September 8, 1993 

Signed: 


Director, Heavenly Valley Public Library Director, Heavenly Valley 

Head Start Center 



Community Collaboration and Resources 


213 








SAMPLE 



Memorandum of Agreement 

This agreement is between the City of Oakland Head Start Program and the 
Oakland Public Library regarding special programs and related materials and 
services to be provided by the Library for the benefit of Head Start children, 
parents, and teachers. 


ADMINISTRATION 

The Library hereby designates Julie Odofin, Coordinator of Children’s Serv¬ 
ices as its liaison to the Library for purposes of administering the agreement. 

Any change, amendment to, or other variation from this agreement shall be in 
writing and duly signed by authorized representatives of the parties. 

Any dispute arising between the parties during the course of the agreement, if 
it cannot be resolved informally, shall be decided by arbitration. Each party shall 
appoint an arbitrator who together shall select a third arbitrator to serve on an ar¬ 
bitration panel. The dispute shall be resolved by the panel under the rules of the 
American Arbitration Association, with a majority of two votes necessary for 
resolution. 

This agreement may be canceled by either party upon 30 days written notice 
to the other party. 

TERM OF AGREEMENT 

The term of this agreement is from October 1, 1994, to September 30, 1995, 
or commencing on the notification of Award of Books for Wider Horizons Grant, 
or on whichever one comes first. 


LIBRARY SERVICES AND MATERIALS 

The Library shall, at reasonable times to be agreed upon by the parties: 

1. Provide at least 176 literacy-focused programs, each to last approximately 40 
minutes for children at 8 Head Start sites (morning and afternoon sessions) 
between October 1, 1994, and September 30, 1995. 

2. Provide one (1) literacy/library focused program for Head Start parents at 
Head Start centers lasting approximately 15 hours. 


214 


Community Collaboration and Resources 








3. Provide one (1) library/literacy focused program for Head Start teachers, par¬ 
ents, and children at main library’s site lasting approximately 15 hours. 

4. Provide special, long-term (4-week) book loan arrangements for Head Start 
sites and families. 

5. Provide one (1) special orientation program at the Library for Head Start 
teachers in family literacy and in the related use of library resources. 

6. Provide Library consulting services for Head Start teachers not to exceed 15 
hours in book selection for Head Start classes and to assist Head Start in ex¬ 
panding on books/topics used in its program. 

7. Provide tutoring services as applicable for Head Start parents in need of 
literacy services. 

8. Provide special notice and invitation to Head Start classes and families con¬ 
cerning regular Library activities for children, which would be applicable to 
the children’s ages and interests, such as storytimes, special children’s 
programs, etc. 

9. Provide books and materials to Head Start children, parents, and teachers, 
which will be deposited in each Head Start Center. 

10. Provide literacy events and activities during Head Start’s monthly visit to 
neighborhood libraries. 

HEAD START SERVICES AND MATERIALS 

Head Start shall, at reasonable times to be agreed upon by the parties: 

1. Provide transportation for project staff and volunteers to present weekly 
reading programs at Head Start sites. 

2. Provide transportation occasionally and as necessary for Head Start children 
to attend special events at the Library. 

3. Reimburse the Library for books and other materials deposited in each center. 

4. Provide two to four volunteers to be trained by Library staff to assist with the 
Head Start-Library program. 

6. Provide a set, dedicated, and agreed upon time for programs specified herein 
with no other activities scheduled that would interfere with the programs. 


Community Collaboration and Resources 


215 



7. Provide child care while parents receive literacy tutoring from Second 
Start/Families for Literacy. 

PAYMENT 

Head Start shall pay the Library $10,000 for the children’s books and learning 
materials to be purchased for the purpose of developing permanent book collec¬ 
tions at 8 Head Start centers. 

FEDERAL FUND REQUIREMENTS APPLICABLE 

All federal regulations pertaining to equal employment opportunity, wages, 
nondiscrimination in employment, and other requirements found in the Code of 
Federal Regulations with respect to recipients of federal funds are applicable. 

Dated: June 2, 1994 

Signed: 


Director, Oakland Public Library 



Director, Oakland Head Start 


216 


Community Collaboration and Resources 





SAMPLE 



Museum/Head Start/Library 
Interagency Partnership Agreement 
February 24, 1995 

Explorations V Inc. 

Polk County’s Children’s Museum 



This agreement, entered into this 24 th day of February 1995 by and between 
Explorations V Children’s Museum, hereinafter referred to as “Museum”; Haines 
City Center of the East Coast Migrant Head Start Project, hereinafter referred to 
as “Head Start Center”; and the Bartow Public Library, hereinafter referred to as 
“Library.” 


While meeting at the Florida Invitational Conference for Libraries, Head Start, 
and Museums, the parties agreed to the following: 

I. Create a Portable Museum Display, hereinafter referred to as the “Display,” 
for the purpose of informing participants and visitors to the Head Start 
Center and the Library of the opportunities and programs offered by and at 
the Museum. 


A. The Display will be designed and created by the Museum, and will 
hold Museum brochures, workshop, programming, and event sched¬ 
ules/flyers, photos, and a handout for the children to take home as an 
activity. This handout will be geared to children up to age 7, and will 
be redeemable upon return to the Museum for a Museum gift (pencil 
or sticker). 

B The Head Start Center and the Library agree to pick up the Display 
upon notification of its completion, and to set up and maintain the 
Display in a favorable, high-traffic location. 

C The Head Start Center and the Library agree to photocopy all docu¬ 
ments for the display as demand warrants, to maintain the Display in a 
well-stocked, neat, orderly, and complimentary condition. In the event 
of wear and tear or damage, the Head Start Center and the Library will 
return the Display to the Museum for replacement. 

Timeline: By April 1, 1995, the Museum will construct the Display 
and will contact the Head Start Center and the Library for pick up by 
April 15, 1995, to be displayed immediately thereafter. 


Community Collaboration and Resources 


217 



Evaluation: The Head Start Center and the Library will track by count 
the Display handouts as they exit their facilities to measure the 
utilization and effectiveness of the Display, and the Museum will track 
by count the Display handouts returned to the Museum for redemption. 

II. Include Head Start Center children/parents/coordinators and Library partici¬ 
pants in Museum outreach programs, Magical Mondays, and Terrific 

Tuesdays. 

A. Head Start Center and Library have agreed to encourage their partici¬ 
pants to utilize the Museum program, Magic Mondays, a program 
geared toward children ages VA-3 and their caregivers, which offers 
age-appropriate creative fun, songs, games, crafts, and storytelling. 

B. Head Start Center has agreed to transport small groups of Head Start 
Center participants to Terrific Tuesdays, a Museum program geared 
toward children ages 2-5 and their caregivers, which focuses on care¬ 
giver/child development and relationships. Terrific Tuesdays are con¬ 
ducted once each month on the second Tuesday, from 9:30 am to 

11:00 am. Head Start Center has agreed to register participants in ad¬ 
vance according to Museum enrollment requirements. The Library has 
agreed to encourage participants to utilize this program. 

C. The Museum has designated the Head Start Center as a recipient of a 
donated family membership, which will allow program participants to 
register for programs as Museum members, allowing discounted fees, 
effective February 1995. 

Timeline: The Head Start Center has agreed to target April 12, 1995, 
as the initial Terrific Tuesday program to attend, titled “Trash to 
Treasures.” Sharon Gray, workshop presenter, will share inexpensive 
ways to create educational tools for children, with items readily avail¬ 
able in the home. 

Evaluation: The Museum has agreed to design a survey form for pro¬ 
gram participants to measure the effectiveness of the program, and the 
Head Start Center has agreed to communicate to the Museum any un¬ 
documented participant comments or anecdotes. 

III. Sharing of Resources 

A. The Head Start Center has agreed to provide Hispanic translation 
services to the Museum upon request as services are available by the 
Head Start Center. 


218 


Community Collaboration and Resources 



B. The Library has agreed to provide a program presenter for the Head 
Start Center or the Museum on selected topics (i.e., storytelling, library 
skills, literacy). 

C. The Head Start Center has agreed to provide a program presenter for 
the Library or the Museum on selected topics (i.e., parent training, 
child development). 

Timeline: Effective immediately. 

Evaluation: Program presenters will be evaluated by program 
participants. 

Signed this 24 th day of February 1995. 


Annie Grimes 
Education Coordinator 
Haines City Center of the 
East Coast Migrant 
Head Start Project 


Lisa Broadhead 
Children’s Librarian 
Bartow Public Library 


Georgann Carlton 
Executive Director 
Explorations V 
Children’s Museum 



Community Collaboration and Resources 


219 






SAMPLE 

Library/Museum/Head Start Partnership 
Proposed Agreement of Purpose 

Rockford, Illinois 

(Revised Draft: November 21, 1995) 

Rockford Public Library, Discovery Center Museum, and the city of Rockford 
Head Start share a common commitment to encourage life-long learning. These 
three agencies agree that Head Start’s philosophy expresses goals shared by our 
organizations. That philosophy states: 

As educators, our primary goal in the Head Start program is to develop 
socially competent children. A child can benefit most from a comprehensive 
interdisciplinary program to foster growth and development and to remedy 
problems as expressed through a broad range of services. The child’s entire 
family, as well as the community, must be involved in providing this broad range 
of services. Parents are the first educators of their own child. A child’s family is 
perceived as the principal influence on the child’s development. Children leam 
through play using their five senses (i.e., sight, touch, smell, taste, sound). The 
program should maximize a child’s strengths and provide a rich environment to 
expose each child to a variety of success-oriented experiences. Parent partici¬ 
pation is vital for an individualized program for children to succeed. For this 
reason, we actively encourage and seek parent participation throughout all phases 
of our delivery of Head Start services. 

The mission of Rockford Public Library is to inform, educate, entertain, and 
provide cultural enrichment to people of all ages throughout its service area. The 
Library must educate the community in the value and use of its resources. 

Discovery Center is a participatory museum created to provide hands-on 
learning experiences for visitors of all ages. Our exhibits and programs provide an 
enriching, challenging, and fun environment designed to stimulate curiosity and to 
promote interest in the arts and sciences. 

Rockford Public Library, Discovery Center Museum, and the city of Rockford 
Head Start will actively develop and implement services with the following out¬ 
comes in sight: 

1. Families use library and museum facilities and services independently for rec¬ 
reation and information. 

a. Children and families see that literature is relevant and can increase their 
quality of life. 




220 


Community Collaboration and Resources 



b. Parents interact with their children playfully and with curiosity, under¬ 
standing that play is the best way for children to grow physically, intel¬ 
lectually, socially, and emotionally. 

To effect this outcome, Rockford Public Library, Discovery Center Museum, 
and the city of Rockford Head Start will work together to accomplish the follow¬ 
ing goals: 

1. At every opportunity, all staff members invite and encourage families to use 
the library and museum. 

2. Families and library and museum staff members know how to use the library 
and museum for fun and work. 

3. Family members accompany children on field trips to the library and museum. 

4. Teachers and library and museum staff members know how to share the 
library and museum environments with children and families during field 
trips. 

5. Teachers and library staff members encourage children to enjoy library 
materials. 

6. Teachers are involved in the selection of science topics presented by the 
museum staff. 

7. Teachers use in their classroom library materials that relate to museum visits, 
and call attention to their use. 

8. Teachers and museum staff members inform the library of the materials they 
need that the library does not currently own. The library acquires all such 
material that conforms to its collection development policy. 

9. The partnership team identifies barriers of perception in families, teachers, 
and museum staff members that keep them from fully enjoying and using the 
library. 

10. The partnership team identifies barriers of perception in families, teachers, 
and library staff members that keep them from fully enjoying and using the 
museum. 

11. The partnership team identifies barriers of perception in library and museum 
staff members that keep them from accommodating and fully serving families, 
teachers, and each other. 


Community Collaboration and Resources 


221 



12. Library, museum, and Head Start staff members encourage families to get in¬ 
volved in programs as a way of introducing opportunities for volunteering as a 
means to future employment. 

13. The partnership team continuously evaluates and revises the program 
components. 

(See Appendix C for the proposal developed for a grant under the Museum 
and Library Services’ Museum Leadership Initiative. The grant application was 
submitted in 1998, and the requested funds have been granted for the fiscal year, 
beginning October 1, 1998, through September 30, 1999. It demonstrates a further 
step in developing and funding a Library-Museum-Head Start Partnership 
project.) 



222 


Community Collaboration and Resources 



Chapter 7 ^ 

Examples of Head Start and Early Childhood 
Programs Carried on by Libraries and Museums 


There is nothing new under the sun. There are programs scattered throughout 
the country that demonstrate relationships between and among Head Start, other 
early childhood programs, libraries, and museums. On the following pages, we 
offer you a selection of those programs because they may be ones you can repli¬ 
cate or refine to fit your Head Start needs. For further information about the pro¬ 
grams described, you may want to contact the libraries, museums, or Head Start 
agencies involved in a particular program. 


SAMPLE 

Early Childhood Education Collaboration 

Purpose: Shared mutual interest in encouraging and celebrating read¬ 

ing and family literacy. 

• To assist Head Start teachers to strengthen their curric¬ 
ulum so children enter school ready to read and learn 

• To maximize parental support and participation in read¬ 
ing readiness 

• To provide innovative, child-focused activities that are fun 
and educational so children will read throughout their lives 

• To enrich partner organizations through active participa¬ 
tion of Head Start families in planning programs 

• To increase Head Start families’ exposure to the Saint 
Paul Public Library and Children’s Museum 

Major partners: Minnesota Children’s Museum, Ramsey Action Program 

Head Start (RAP), Saint Paul Public Library 

Time period: The collaboration started at a conference that was in April 1995 

and was sponsored by the Minnesota Center for the Book. 
There had been informal relationships among the three, but this 
conference formalized it and gave everyone a real boost. 


223 



Activities: 


Outcomes: 


Measuring impact: 


Resources: 


Informing others: 


For more 
information: 


Administration of the partnership is spelled out in a written 
agreement that the parties have developed and are ready to 
sign. Activities of the partnership are spelled out there and 
range from developing curriculum and staff training plans to 
parent involvement plans, transportation arrangements, fund¬ 
raising, and announcements of job openings across partner 
organizations. 

• A curriculum supplement that was jointly developed for 
children 3-5 years old and that focuses on museum 
themes and uses library resources 

• A teacher and staff training plan, jointly developed, to in¬ 
crease skill in choosing and reading books 

• A joint plan with the RAP (Head Start) Policy Council to 
involve parents in supporting their children’s reading, in¬ 
cluding distribution of library card and museum member¬ 
ship applications 

• Free participation with materials and personnel in pres¬ 
entations at the other parties’ presentations 

• Library-provided group card and loan materials 

While there has not been a final determination of evaluation 
and measurement, certain measures are already available in¬ 
cluding the number of visits to the Library by Head Start 
groups. The visits have increased. The Children’s Museum is 
tracking the numbers of library card applications that are 
filled out at the Museum. 

Commitment of the partners as well as the support at an ad¬ 
ministrative level will allow quality planning to take shape. 
There are no financial incentives other than saving through a 
better sharing of resources. 

Information was shared at the annual Head Start Conference 
at District 5 and at the Association of Youth Museums An¬ 
nual Conference. On an informal basis, as opportunities arise, 
we are sharing what we are doing with others in the library 
community. 


Kathy Stack, Saint Paul Public Library, 612-292-6311 


224 


Examples of Head Start and Early Childhood Programs 



SAMPLE 


Bookfriend Program 

The Bookfriend Program attempts to fulfill the Education 2000 goal that all 
children begin school ready to learn to read by the year 2000. Every 2 weeks the 
Bookfriend Program brings the Library to children in small, in-home daycare. 
Volunteers make a trip to the Library every 2 weeks to select and check out books 
for their assigned in-home daycare. The volunteer then visits the daycare home 
and spends about an hour with the children, reading and telling stories. The vol¬ 
unteer leaves the books with the childcare provider, so the children have new 
books to enjoy until the volunteer returns. The program also provides “birthday 
books” for the children. The birthday books are selected by the volunteer and 
given to each child to take home and keep. The goal is for the child to take the 
book home and for the parents to spend time reading with the child. 

Partners: 

Volusia County Public 
Library-Volusia County 
Library Center 
Lucinda Colee 
City Island, FL 32114 

Friends of the Library Center 
Elizabeth Nelson 

United Child Care, Inc. 

Robin Bennett 

Library Center Staff 
Lucinda Colee 


For further information, contact: 

Lucinda Colee 

Volusia County Library Center 
105 E. Magnolia Ave. 

City Island, FL 32114 
904-257-6037 
<llcolee@co. volusia. fl.us> 


Examples of Head Start and Early Childhood Programs 


225 




SAMPLE 


Project Leap 

The Library’s Educational Alternative for Preschoolers 
Cuyahoga County Public Library 


Project LEAP (The Library’s Educational Alternative for Preschoolers) is 
Cuyahoga County Public Library’s response to the need for quality literature in 
the childcare setting. Through the project, 1,000 storytime kits, 80 puppet shows, 
and a 300-title model library have been created. All of the materials are designed 
to stimulate reading readiness and cognitive skills in children through age 5, and 
there is a strong emphasis on the inclusion of materials that depict all cultures. 

Each storytime kit contains eight books, a music cassette, an object such as a 
toy or puppet, and an activity sheet that includes fingerplays and suggestions for 
child interaction with the materials. The storytime kits are thematic with topics 
covering 200 different themes such as these: 


ABC 

• 

Exploring 

• 

Moving 

Art 

• 

The Farmer 

• 

Noses 

Babies 

• 

Grandparents 

• 

Pairs 

Being Me 

• 

Helping 

• 

Reptiles 

Boxes 

• 

Imagination 

• 

Rhyme Time 

Camping 

• 

Kites 

• 

Separation 

Cooking 

• 

Machines 

• 

Siblings 

Dreams 

• 

Monsters 

• 

Trees 

Environment 

• 

Mother Goose 

• 

Working Mothers 


The puppet shows include puppets, props, a written script, and a recorded script 
on tape. The storytime kits and puppet shows are reserved through the Audiovis¬ 
ual and Booking Services Department of the Cuyahoga County Public Library. 
They circulate for 1 week, and patrons may pick them up at the branch library of 
their choice. 

In addition to the storytime kits and puppet shows, workshops are conducted 
for child-care providers, parents, and librarians. These workshops are intended to 


226 


Examples of Head Start and Early Childhood Programs 



provide information that will enable care providers to make the best possible use 
of the Project LEAP materials, to assist them in recognizing developmental levels 
of the preschooler, and to provide information and ideas that will provide enrich¬ 
ment when sharing literature with children. Topics of past workshops have in¬ 
cluded visual perception and memory in infants, puppetry, storytelling, music and 
movement, nonfiction books, storytime ideas, toys and play, building cooperation 
skills, communication development and enhancement, and audiovisual materials 
for preschoolers. Two to four workshops are presented each year, and in-service 
credit is provided for workshop participants. 

A librarian qualified in children’s literature and in early childhood develop¬ 
ment acts as a resource person for childcare providers, early childhood educators, 
parents, and librarians. The project librarian creates the kits; selects the materials; 
writes activity sheets, bibliographies, and newsletters; conducts staff training vis¬ 
its at care centers; arranges workshops; and corresponds with individuals and li¬ 
braries requesting information about Project LEAP. Other groups to which the 
librarian makes presentations include university and college students, Head Start 
teachers, preschool PTAs, job training classes, parenting classes, and county ex¬ 
tension agencies. Recently, a session was conducted for Spanish home-care pro¬ 
viders at which the entire presentation was translated into Spanish by an 
interpreter. 

Project LEAP materials began to circulate in June 1988. During the first year 
of circulation, 766 storytime kits and puppet shows were circulated with an atten¬ 
dance of 25,523 children. By 1993 circulation had increased to 8,806 storytime 
kits and puppet shows being shared with 273,616 children. Since the materials 
began to circulate in 1988, more than 1 million children have enjoyed the books, 
cassettes, realia, and puppet shows that are a part of Project LEAP. 

Funding for the first 3 years of Project LEAP was through a $234,996 LSCA 
(Library Services and Construction Act) Title I grant and Cuyahoga County Pub¬ 
lic Library. Since 1990, Project LEAP has been entirely funded by Cuyahoga 
County Public Library. Project LEAP continues to be a vital service that enables 
care providers, parents, teachers, and librarians to share all the wonder and joy of 
delightful books with preschool children. 

For additional information about Project LEAP, write: 

Janice Smuda 

Project LEAP 

Cuyahoga County Public Library 

2111 Snow Road 

Parma, OH 44134-2792 

216-749-9355 


Examples of Head Start and Early Childhood Programs 


227 



SAMPLE 


Head Start Book Giveaway, 1993-1994 

The Mesa County Public Library District offered “Open the World of Books” 
packets to the Mesa County Head Start families over the holidays. The library 
district used monies donated by the community for this project. To encourage 
families to use their library’s services and materials, the program offered open 
houses at the main library and branches during December 1993 and January 1994. 
At these open houses, children heard stories and parents learned more about the 
library’s collection and services for jobs, about GED, about how to write grants, 
and about other information. Parents also registered for library cards and learned 
the library’s layout for future use. 

Children got to hear stories and receive a bookbag packet. Each Head Start 
child was given a packet of materials. Packets included library card applications, 
information on the Adult Reading Program, a poster “Join the Read-Aloud 
Crowd,” and a free book. Those families who speak only Spanish, received a 
Spanish-language “Magic School Bus Inside the Earth.” The Friends of the Mesa 
County Public Library District donated bookbags to hold all of these materials. 

The project was an overwhelming success, thanks to the enthusiasm and gen¬ 
erous support of the Head Start Parent Involvement Coordinator. She gave per¬ 
sonal tours of the reference and foreign language section to parents. In total, over 
200 Head Start family members attended open houses at the main library and its 
branches. Many families had never been to the library before. A mother who lived 
within three blocks of the main library did not bring her two children to the li¬ 
brary until this open house. Now she says she’ll come back regularly. Many of 
these families are returning to their library. 

To follow up with offerings, bilingual students at Redlands Middle School 
will be giving personal tours of the main library to their families on Tuesday, May 
17. Also, the Friends organization is forming a coalition with the Spanish com¬ 
munity to celebrate “Cinco de Mayo.” 

Respectfully submitted, 


Maxine K. Curley 

Mesa County Public Library District 
530 Grand Ave., PO Box 20000 
Grand Junction, CO 81502-5019 
970-241-4726 (Children’s Section) 
970-243-4744 (fax) 


228 


Examples of Head Start and Early Childhood Programs 



SAMPLE 


Kidsmobile Services to Head Start Classes 

The Pikes Peak Library District has operated “Kidsmobile” service to Head 
Start sites in Colorado Springs for more than 15 years. Originally, this service op¬ 
erated from a small bookmobile that allowed check out of books from each stop. 

When that vehicle needed replacement, the library district analyzed the serv¬ 
ice and decided to replace the Kidsmobile with a van. Although this change un¬ 
fortunately eliminated the check-out opportunity, it did allow us to meet a grow¬ 
ing demand. We were also able to return to monthly visits, rather than every 6 
weeks. 

Now the Kidsmobile van from the Pikes Peak Library District serves 66 Head 
Start classes this year. These classes have an average of 15 to 17 students. Each 
site is visited once a month starting in mid-September and ending in mid-May. On 
the average, the Kidsmobile specialist sees about 1,120 children a month. Each 
program is 20 to 25 minutes long, and she averages four to five children programs 
per day. 

The Kidsmobile specialist includes at least three books along with fingerplays, 
puppets, props, flannel boards, and other visuals. She informs the classes of any 
library events that are of interest to their age group or of programs their parents 
would enjoy. She also sends the children home with our publication, “Check It 
Out,” which is a very comprehensive listing of adult programs, literacy programs, 
storytimes and locations, branch locations, and hours of operation. 

The Kidsmobile staff also does a presentation to parents of the Head Start 
children. In this presentation, she informs the parents of various library programs, 
activities, and resources that the library has to offer. She talks about the impor¬ 
tance of reading and how parents can select books for their children. This presen¬ 
tation is generally scheduled once a month. 

For more information: 

Pikes Peak Library District 
5550 N. Union Blvd. 

Colorado Springs, CO 80918 
719-531-6333 
719-528-2829 (fax) 


Examples of Head Start and Early Childhood Programs 


229 



SAMPLE 



Evaluation Study Report 


The Children’s Readmobile: Program Description 


The Children’s 
Readmobile is 
designed (1) to 
bring library 
resources and 
services to chil¬ 
dren in childcare 
homes and agen¬ 
cies in Hennepin 
County and (2) to 
promote reading 
in family and 
childcare 
settings. 


The Children’s 
Readmobile cur¬ 
rently serves 
about 1,000 chil¬ 
dren and 400 
adults monthly, 
in both licensed 
contract child¬ 
care homes and 
social agencies. 


The Children’s Readmobile, an innovative outreach program 
of the Hennepin County Library System, was launched in May 
1991. Designed to bring library resources and services to pre¬ 
school children in childcare homes and agencies throughout the 
county, the Readmobile is a 25-foot-long vehicle containing 
2,500 books at one time, 37 periodical subscriptions, and more 
than 200 book-cassette sets. The Readmobile, however, is more 
than a roving library. Of equal importance, it provides an inviting 
and stimulating setting that encourages hands-on access to library 
materials, and it provides interactive, experiential learning activi¬ 
ties for preschool children led by a trained library staff. Further¬ 
more, the Readmobile staff seeks to enhance the interest, com¬ 
mitment, and skill of parents and childcare providers to 
encourage and promote reading in family and childcare settings. 
The Children’s Readmobile, then, is an organic blend of library 
resources, experiential learning for preschool children, trained 
staff members, and education for parents and childcare 
providers—all made accessible by regularly scheduled visits to 
preschool settings. 

During 1991-1992, the Children’s Readmobile itinerary in¬ 
cluded 81 licensed contract childcare homes and 8 publicly sup¬ 
ported agencies that provide childcare and family services. 
Among them were the following: 

• Even Start, a family literacy program that is in Crystal, 
Minnesota. The program is funded by a Chapter I grant from 
the U.S. Department of Education and is administered 
through the Robbinsdale School District. 

• Early Childhood Family Education (ECFE) programs serving 
parents with children between the ages of birth and kinder¬ 
garten. These programs are funded with a combined local 
levy and state aid formula and are conducted through partici¬ 
pating school districts. 


230 


Examples of Head Start and Early Childhood Programs 





• Early Childhood Special Education (ECSE) programs that 
offer specially designed instruction to meet the unique needs 
of children under age 7 who have disabilities. The programs 
are administered through the Osseo School District. 

• Women, Infants, and Children (WIC), a federally funded pro¬ 
gram that provides supplemental food and nutrition counsel¬ 
ing for families who meet income guidelines and have nutri¬ 
tion-related health problems. The program is administered 
through Hennepin County. 

• Receptive Environments Affective Learning (REAL), a pro¬ 
gram for families whose preschool children, from birth 
through age 6, are experiencing stress, crisis, abuse, neglect, 
or difficulty in parent-child relationships. The program is 
funded by Hennepin County. 

• Five’s Alive, a preschool program offered through the 
Robbinsdale School District that prepares children for kinder¬ 
garten. Children are selected on the basis of need and are pro¬ 
vided free transportation. 

In summary, the Children’s Readmobile currently reaches 
about 1,000 children, mostly preschool, and 400 adults monthly. 
At present, two library assistants and one library clerk, working a 
total of 64 hours per week and supervised by a senior librarian, 
serve as the staff for the Readmobile. The Readmobile travels to 
approximately eight sites per day within Hennepin County. Each 
of the contract childcare homes is visited once a month. Most 
agencies receive two visits per month. Typically, each Readmo¬ 
bile visit to the childcare home is 30 minutes. Each agency visit is 
approximately 60 minutes. 

For more information contact: 

Gretchen Wronka 

Hennepin County Library System 

13505 Industrial Park Blvd. 

Plymouth, MN 55441 
612-541-8530 
612-541-8600 (fax) 


Examples of Head Start and Early Childhood Programs 


231 






SAMPLE 
Babywise and Beyond 
Nassau Library System 

The following summarizes a presentation given by Caroline Ward, Youth 
Services Coordinator, Nassau Library System, at the School Readiness Institute 
sponsored by the University of Texas at Austin, May 27-June 1, 1994. 

In 1987, the New York State Library made available LSCA Title I funds for 
broad-based family literacy programs. Of New York’s 23 library systems, 17 re¬ 
ceived $50,000 each for these “Family Reading” grants. The Nassau Library 
System’s proposal called “Babywise” was directed toward economically at-risk 
families in six communities. While Nassau County’s population of 1.3 million is 
predominantly white (82 percent) and most suburban libraries provide excellent 
library service, in our demographic research we quickly discovered that the ethnic 
and economic make-up of the county was changing. Certain communities had 
great potential and need for a concentrated outreach effort. In the six communities 
selected for the program, at least 7 percent of the population was at or below the 
poverty level. 

Babywise used a combination of outreach workshops, contacts with commu¬ 
nity agencies, and distribution of “Welcome Baby” packets to introduce parents to 
the joy of reading and the resources of the public library. The project was funded 
for 3 years. While the essential elements of the grant remained constant, we ad¬ 
justed and expanded our objectives each year as a result of our experiences and 
responses. In the first year, we focused on teen parents and parents with children 
under age 2. In subsequent years, we expanded to include all preschool children 
under age 5 and their parents. In the second year, we placed special emphasis on 
reaching out to the Hispanic population in Nassau County. We initially contacted 
25 agencies in our six targeted communities. By the third year, 13 Babywise li¬ 
braries were part of the program, working with more than 60 community 
agencies. 

The grant made it possible for us to hire an essential resource: a project coor¬ 
dinator. The coordinator worked closely with the local librarians, training them in 
outreach techniques and encouraging them to keep up their community contacts. 
In addition she prepared materials used in the workshops and in the giveaway 
packets. Our coordinator did not speak Spanish, but the grant allowed us to hire a 
translator; in our health clinic visits, we always brought along a native Spanish 
speaker. 



232 


Examples of Head Start and Early Childhood Programs 




In the first year, 1,400 Welcome Baby packets were distributed through agen¬ 
cies, at libraries, and at programs. The packet included a booklet, “Best 
Beginnings—You, Your Baby, and Books,” which discussed the pleasure and 
values of parent and child interaction through books, songs, and nursery rhymes. 

A special effort was made to keep information in the booklet clear and simple for 
the targeted audience. “Best Beginnings” was translated into Spanish, and each 
package contained a library card application. Each year more items were added to 
the packet: “A Special Invitation to the Library”; a bookmark; Books Make Babies 
Grow, and a pamphlet describing the values of reading aloud, “Can You Guess 
These Reading Riddles?” Each packet also contained a complimentary picture 
book; funds for those books were acquired through grants from businesses 
(mostly banks) and were further enhanced by matching funds from “Reading Is 
Fundamental.” 

In conjunction with distributing the packets, “Rock, Rattle, and Read” pro¬ 
grams were held in numerous daycare centers, in teen parenting programs, at 
health satellite clinics, and even at the county correctional facility—wherever we 
found parents, caregivers, and children. Flexibility was the operative word at the 
programs, particularly the ones with teen parents. Here experience demonstrated 
that an informal one-on-one approach worked best. These young people were ob¬ 
viously tired of having adults tell them what to do, and so we stressed audience 
involvement, thereby encouraging the teens to respond to the librarians about the 
books. In the first year alone, 80 teen parents were contacted; one young mother 
has since become a regular patron at the Elmont Library. 

Surprisingly, the audience that welcomed us with the most enthusiasm was the 
group at the woman’s division of the Nassau County Correctional Facility. 

Women are allowed to keep their babies for up to 6 months; it’s a particularly 
dismal place with few activities to occupy the women. On our first visit after the 
local librarian read Faith Ringgold’s Tar Beach , the women (babies and all) arose 
and gave the librarian a standing ovation. 

In the second year of the grant, we launched a successful partnership with the 
nine Head Start sites in Nassau County. The county coordinator arranged for us to 
speak with the nine program directors. Then each Babywise library contacted 
their local Head Start and held a program for Head Start parents. Because Head 
Start encourages parents to attend regularly scheduled meetings as a means for 
improving their parenting skills, these meetings are ideal settings for librarians to 
meet parents who may not be regular library patrons. At the parenting meetings, 
librarians discussed the value and pleasures of reading aloud with young children. 
The librarians presented a sampling of picture books and other materials and 
services available for preschool children at the public library. We were able to 
give extra children’s books to each Head Start school site with special Reading Is 


Examples of Head Start and Early Childhood Programs 


233 



Fundamental (RIF) monies. Here we involved the parents in selecting the books 
in consultation with the project coordinator. 

Our attempts to track exactly how many of the families we initially spoke with 
actually came into the library was difficult until we initiated a coupon for re¬ 
deeming a free book at the public library. The coupons had to be “cashed in” at 
the Children’s Department so that the librarians could give a nonthreatening, per¬ 
sonalized introduction to the library. More than 200 coupons were returned. 

The Babywise project was important to the county because it was our first at¬ 
tempt to concentrate on outreach to economically at-risk families, most of whom 
were not regular library users. During our 3 years of funding, we made major 
strides not only in reaching our targeted population, but also in training a cadre of 
librarians in the importance of this type of community involvement. The ultimate 
goal of the Babywise project (like all LSCA funding) was to have the 13 libraries 
continue the programs on their own after federal funding ended. 

To a great extent, we have managed to do this. The library contacts with the 
nine Head Start Centers remain strong. The Manhasset Public Library has given 
funds to start a mini-library at their local Head Start. The local professional or¬ 
ganization, The Children’s Division of the Nassau County Library Association, 
adopts two preschool sites per year. Bimonthly programs at these preschools are 
conducted, and at least two free books are given to each child in these programs. 

The Nassau Library system continues to provide backup support by providing 
free books and Welcome Baby packets to any library willing to do outreach. Even 
though the grant funding ended 3 years ago, librarians report that free book cou¬ 
pons are still being redeemed, and at least 10 of the 13 Babywise libraries are still 
actively involved in outreach activities. 

For more information: 

Nassau Library System 
900 Jerusalem Ave. 

Uniondale, NY 11553 
516-292-8920 
516-481-4777 (fax) 


234 


Examples of Head Start and Early Childhood Programs 



SAMPLE 

Child Care and Library Outreach 

This childcare library outreach grant provides mobile library service to li¬ 
censed childcare centers, including Head Start centers in the four counties served 
by the regional library system. Rather than kits that must be booked or picked up 
at a library, children’s librarians from the public library deliver a new storytime 
kit each month by bookmobile, van, or car. The hope is that childcare providers 
who do not normally use the library, who would not take the initiative to go to the 
library, or who have only a small collection of books at their center will have 
easier access to books and materials, thus encouraging more frequent literacy ex¬ 
periences. The desire also is to have children’s librarians establish rapport with 
the childcare providers, enabling them to form a partnership to enhance pre¬ 
schoolers’ literacy skills. 

Large Tupperware™ kits are sent through a delivery system from one library 
system to another at the end of the month. Kits contain 20 picture books; 3 board 
books (for centers that also serve younger children); one big book; a flannel board 
kit; a resource book; a musical cassette; a literature-based, public-performance 
video; and a puppet, floor puzzle, or other realia item. Kits are not totally theme 
related because each center has a kit for an entire month and would not want to 
share books and materials on the same theme for an entire month. However, at 
least five or six books are related theme-wise to the realia item and video. 

The regional library system’s role was to write the initial grant to secure funds 
for the project (that is totally funded now by individual libraries and the regional 
system); to order and process materials for the kits; to set up the mechanism for 
kit delivery and rotation; to establish an advisory group to help with the project; to 
conduct evaluations of the project by both member libraries and childcare sites; 
and to provide an annual workshop for each county on how to share books, the art 
of storytelling, literature extensions, emergent literacy skills, and how to have a 
literacy-rich classroom. 

For more information: 

Attn: Youth Services Coordinator 
NOLA Regional Library System 
Champion Plaza 
4445 Mahoning Avenue NW 
Warren, OH 44483 



Examples of Head Start and Early Childhood Programs 


235 



SAMPLE 

Begin at the Beginning with Books 

County of Los Angeles Public Library 

Begin at the Beginning with Books is a project funded by the California State 
Library under the Library Services and Construction Act. 

The project’s goal is to ensure that parents have the skills to provide their 
young children with an intellectual stimulus, a love for books, and a healthy body. 
It is to demonstrate that developing these skills in parents will result in ongoing 
library usage by parents and children. It will serve to encourage literacy among 
parents and their children. 

Target Group: Pregnant women who are receiving prenatal care in selected 
prenatal clinics of the Los Angeles County Department Health Services. 

Objectives: 

• Implementation of a model training program for use in library, health care, 
and social service settings that will provide expectant parents with simple 
“book sharing” skills and simple health and safety information. 

• Implementation of model training in eight health clinics and eight library sites. 

• Support the development of this program in other venues by providing techni¬ 
cal assistance and support. 

Participants in the program are generally Hispanic women with low education 
levels. The materials for the program have been designed to appeal specifically to 
this target group. You will note the integration of Spanish and English text. The 
Spanish translation was specifically done in the “familiar” to give the project a 
more intimate, caring feeling. 

For more information, contact Marlene Joyner, Trainer/Administrator, Begin 
at the Beginning with Books, County of Los Angeles Public Library, 310-940- 
6901. 



236 


Examples of Head Start and Early Childhood Programs 



Project: Read for a Head Start 
County of Los Angeles Public Library 


SAMPLE 


as 


Project: Read for a Head Start is a pilot project to be conducted by the County 
of Los Angeles Public Library, the Los Angeles County Head Start, and the Latin 
American Civic Association Head Start. 


Goals: 


A. To motivate Head Start students to want to leam to read by introducing them 
to the delights to be found in books at school, at home, and in their public 
library. 

B. To encourage Head Start parents to share books with their children in the 
home by acquainting them with the importance of books and reading and by 
providing them with simple skills and techniques. 

C. To encourage Head Start staff members to incorporate books and stories into 
their curriculum and to use the public library as a community resource. 

Project Objectives: 

1. To share books and stories with 150 children on site at St. Simon’s Head Start 
Preschool. 

2. To introduce the children to the public library by conducting six picturebook 
sessions on site at the San Fernando Library. 

3. To conduct a parent training session for 25 Head Start parents in the San 
Fernando Library. 

4. To conduct a teacher training session for 10 members of the St. Simon Head 
Start staff. 

5. To conduct a Head Start Family Reading Festival to encourage at least 75 
children and their families to visit the library together to share the joys of 
books and stories. 

Needs Statement: 

Research findings have documented the fact that children who are read to will 

leam to read earlier and more easily than children who are not read to (Durkin, 


Examples of Head Start and Early Childhood Programs 


237 



1966). Books play a significant role in the life of the young child, but the extent to 
which they do depends entirely on adults. It is up to parents, teachers, librarians, 
and others to introduce young children to the delights of books and to serve as a 
catalyst for literacy (Cullinan, 1977). 

Head Start is a federally funded program that provides comprehensive serv¬ 
ices including health, education, social services, and parent involvement to poor 
children and their families. More than 90 percent of all Head Start families live 
below the poverty line. 

According to the Conditions of Children in California (1989), “Large and 
growing proportions of California’s schoolchildren are from backgrounds fre¬ 
quently linked with low academic achievement. Almost one-quarter of them are 
from poor households and one-seventh are not proficient in English.” 

The children of the St. Simon Head Start Preschool in San Fernando come 
from predominately Spanish-speaking families whose income is below the 
poverty level. 

The 1990 Customer Satisfaction Survey of the County of Los Angeles Public 
Library indicates that the average patron who uses the county library is “well edu¬ 
cated, employed, affluent, and Caucasian.” This pilot project will enable the li¬ 
brary to experiment with techniques to broaden its user base to an underserved 
segment of its market area. It will enable the library to move forward in its goals 
to develop “programs and partnerships to encourage significant adults in the lives 
of young people to promote reading in the home” (County of Los Angeles 
Strategic Direction #11, 1990). 

Action Plan: 

During the pilot period of April 1-June 6, 1991, these actions will occur: 

Staff members at the San Fernando Library will visit St. Simon’s Head Start Pre¬ 
school to conduct a series of storytelling sessions in the six participating classes. 
They will introduce children to books, stories, and songs and will introduce the 
children to the concept of “the public library.” 

1. Students from the six Head Start classes will attend special storytelling and 
picturebook sessions to be conducted at the San Fernando Library. Children 
will be introduced to the library and to the variety of books that are there for 
them to enjoy. Children will have an opportunity to browse through picture 
books. 


238 


Examples of Head Start and Early Childhood Programs 



2. Library staff members will conduct a parent training session (for approxi¬ 
mately 25 parents) as part of the St. Simon’s Parent Involvement Program. It 
will be conducted at the San Fernando Library, and the staff will share stories; 
techniques for reading to children; and simple songs, games, and crafts. Li¬ 
brary staff members will share techniques for expanding the television view¬ 
ing experience to include books. Parents will also be introduced to the Library 
Adult Literacy Program. 

3. Library staff members will conduct a training session for Head Start teachers 
and classroom aides at the San Fernando Library. They will be introduced to 
the broad range of library materials available to them to supplement their 
classroom activities and will be encouraged to seek the support and assistance 
of the public library staff as a community resource. 

4. The program will culminate with a Family Reading Festival where the Head 
Start children, their parents, siblings, and teachers will be invited to visit the 
San Fernando Library for an evening event. Dessert will be provided. Families 
will tour the library and will enjoy a performance by J. P. Nightingale, musi¬ 
cal storytellers. Each family will be encouraged to sign up for library cards. 
Handouts and reading incentives will be provided. 

The library staff will be sure that all parent and child activities have a 
Spanish-language component. 

News releases will be sent to local, county, and national media. 

Budget: 

All basic resources will come from existing staff and materials. 

Staff Time: 

Youth Services Coordinator (planning, administration) 

8 hours 

Regional Youth Services Coordinator 
20 hours 

Community Library Manager 
20 hours 

Children’s Librarian 
48 hours 

Literacy Outreach Staff Members 
2 hours 


Examples of Head Start and Early Childhood Programs 


239 



Aides and Pages 
12 hours 

Staff Assistant (HQ) 

4 hours 

Incentives: 

Information Packets—in-kind materials 
Books—seeking donations 

Evaluation: 

Library staff members will evaluate the success of the program based on the 
number of persons who attend the voluntary activities: workshops and family¬ 
reading festival. We will keep track of the number of library cards that the par¬ 
ticipants receive. Library staff members will also issue a special “Head Start in¬ 
centive” (i.e., teddy bear name tag or membership card), which children will be 
encouraged to bring with them when they return to the library. Each time the child 
visits, the incentive will be marked. If the child returns to the library two times or 
more during the summer months, that child will receive a special Head Start 
reader certificate. The number of certificates issued will measure the on-going 
effectiveness of the project. 

Follow-up: 

We expect the pilot to result in closer communication and cooperation be¬ 
tween the San Fernando Library and the St. Simon Head Start and to result in on¬ 
going cooperation. More important, however, we hope that the program will be¬ 
come a model for cooperation among county libraries and Head Start providers 
throughout Los Angeles County. 

For more information contact: 

Penny Markey, Coordinator of Youth Services 
County of Los Angeles Public Library 
7400 E. Imperial Hwy. 

P.O. Box 7011 
Downey, CA 90242 
562-940-8522 
562-803-3983 (fax) 
e-mail: pennym@colapl.org 


240 


Examples of Head Start and Early Childhood Programs 



SAMPLE 

Literacy Volunteers of America-Northern Rhode Island 
with Libraries and Head Start 

For the past 2 years, Literacy Volunteers of America-Northern Rhode Island 
(LVA-NRI), Woonsocket Head Start Child Development Association Inc. 
(WHSCDA), and the Woonsocket Harris Public Library (WHPL) have provided 
an intergenerational literacy program to parents and children enrolled in 
WHSCDA’s Head Start Program. 

The program, titled the Family Reading Program, includes a full day of parent 
education that specifically focuses on literacy and uses children’s literature. Ad¬ 
ditionally, high school equivalency preparation classes are provided, as well as 
individual tutoring and the opportunity to develop pre-employment skills. 

The project also established an on-site lending library in the larger of the two 
Head Start centers. Through this project, space was renovated and the WHPL cre¬ 
ated a circulating library. Head Start parents were trained and assisted in devel¬ 
oping a library filing and card cataloging system. This resulted in creation of a 
valuable resource that is used by children, parents, and staff of the entire agency. 
This library is stocked with copies of the books and materials from the Family 
Reading Program curriculum, a collection of more than 300 books on long-term 
loan from the WHPL and from a significant memorial donation. 

The following describes a sample of the program: 

Parents and children arrive at Head Start together at 9:00 a.m. While the chil¬ 
dren are in their preschool classroom, parents participate in the Family Reading 
Program. Parents spend 1 hour with the Literacy Specialist as they learn strategies 
to use when reading to their children. These strategies also transfer to their own 
GED preparation. The model for the project is “The Family Reading Program,” 
published by New Readers Press. Children’s literature is used to enhance interest 
in reading, and to develop literacy skills necessary to successfully participate in 
additional educational activities for both parents and children alike. When parents 
have completed their portion of the program, their children join them for a crea¬ 
tive activity based on that particular session’s book. Before the creative activity, 
the book is read to both parents and children, so that time together not only is en¬ 
joyable, but also serves to reinforce strategies that parents have worked on in their 
sessions. 

Participants are given all of the children’s materials used in the session: a total 
of 10 children’s books. Our goal is that this literature will then become the basis 



Examples of Head Start and Early Childhood Programs 


241 




of each family’s own private library. Parents will have easy access to books that 
are right in their own homes and are suitable for use with their children. 

Parents then participate in 2 hours of additional literacy activities that are 
based on the results of their educational assessment. These activities include indi¬ 
vidual tutoring for parents with lower literacy skills, GED preparation for those 
interested in obtaining a high school equivalency, or employability development 
activities. Parents complete the day at 1:00 p.m. and leave the center with their 
child. 

All Head Start children benefit from this project. The children’s librarian from 
the WHPL conducts a storytime in all the Head Start classrooms, using a variety 
of materials, as well as the children’s literature recommended in the Family 
Reading Program curriculum. The collaborative efforts among the participating 
agencies demonstrate an innovative approach to solving the problem of 
intergenerational illiteracy. The evaluation process of this program has shown 
measurable results. 

The focus of the project, which uses children’s literature, fosters the child’s 
connection with books. In a program such as this, children become eager to learn 
as they see that learning is something their parents value. In addition, the child’s 
enthusiasm motivates the parents further, and the parent and child relationship 
becomes a partnership for success. 

Head Start centers are conveniently located and well known in the commu¬ 
nity. By eliminating the obstacles that prevent participation because of a lack of 
transportation and child care, parents can easily gain access to the Family Literacy 
Program and can benefit from the services provided. 

Date: 1990, still ongoing 

For more information contact: 

Susan Grislis 

Literacy Volunteers of Northern Rhode Island 
303 Clinton St. 

Woonsocket, RI 02895 

401-769-9046 

401-767-4140 

e-mail: lvnrileam@aol.com 


242 


Examples of Head Start and Early Childhood Programs 



Family Reading Program 

Come and join other parents for reading and learning activities one morning a 
week for 10 weeks. 

9:15-10:45 am: In a relaxed setting, leam to read different types of story¬ 
books to children and to improve your own reading skills at the same time. If you 
attend all the sessions, you will receive 10 children’s books to keep for your own 
family. 

11:00 am-1:00 pm: During this part of the program, you can either attend 
GED classes or work with a reading tutor. 

In most cases, transportation and childcare will be provided. 

Funding is provided by the RI Department of Education. Sponsoring Agencies 
are Woonsocket Head Start and Day Care, Visiting Nurse Service of Greater 
Woonsocket, Woonsocket Community Action Program, and Literacy Volunteers 
of America-Northern Rhode Island. 


Examples of Head Start and Early Childhood Programs 


243 



Reading Materials Used in Rhode Island 


CHILDREN BOOKS 

ADULT SELECTION 

READING STRATEGY 

1 . In the Attic by Hiawyn 
Oram 

Passage from Black Boy by 
Richard Wright 

Asking questions 

2. Amanda and the 
Mysterious Carpet by 
Fernando Krahn 

“Winning the Lottery” 

Creating a Story 

3. Shapes, Shapes, Shapes 
by Tana Hoban 

Photographs 

Observing and developing 
vocabulary 

4. Tell Me a Story, Mama 

“The Birth of My First 

Relating reading to personal 

by Angela Johnson 

Child” by Maya Angelou 

experience 

5. A Chair for My Mother 

“Discovery of a Father” by 

Asking questions and 

by Vera B. Williams 

Sherwood Anderson 

making predictions 

6. The Little Red Hen 

“Strawberries” by Gayle 

Ross 

Making predictions 

7. The Story of Jumping 
Mouse: A Native 
American Legend by 
John Steptoe 

“The Mouse at the 

Seashore” by Arnold Lobel 

Making predictions 

8. Surprises poems 

selected by Lee Bennett 
Hopkins 

“Tiger, Sun, and 

Asparagus” by Valerie 

Worth 

“28” from Stories I Ain't 

Told Nobody Yet by Jo 
Carson 

Rereading 

9. Fire by Maria Rius and 

J. M. Parramon 

Fire (section for adults) by 
Maria Rius & J. M. 

Parramon 

Learning new information 

10. How My Parents 
Learned to Eat by Ina 
Friedman 

“A Traditional Japanese 
Meal” by Lensey Namioka 
(for adults) 

Learning new information 


244 


Examples of Head Start and Early Childhood Programs 







SAMPLE 

The Family Reading Project 
Central Vermont Head Start 

One of the requests of the 1989-1990 Policy Council was to address literacy 
needs of parents participating in the Head Start. One particular Policy Council 
member wanted to see parents get books just like those received by the children 
experienced with the Reading Is Fundamental (RTF) project. Sarah Mehegan, family 
services coordinator, consulted with Mary Leahy, coordinator of Central Vermont 
Adult Basic Education, to see what was available to address literacy needs. Ms. 
Leahy suggested introducing our parents to the possibility of participating in a 
family reading project. 

Our Family Reading Project is an offshoot of the Vermont Reading Project and 
is funded by a grant from Vermont Council on the Humanities. Held in a library, the 
programs involve participants, literature that follows a theme, and group discussions 
led by a scholar. What sets the Family Reading Project apart is that it involves chil¬ 
dren’s literature. It is also geared to families, particularly families with adults who 
have limited reading skills or an interest in learning more about children’s literature. 
The themes in children’s literature are clear and Adult Basic Education (ABE) stu¬ 
dents often express an interest both in their own reading ability and in being able to 
read to their children. 

At the Policy Council meeting in October 1990, Mary Leahy gave a presenta¬ 
tion about the Family Reading Project. She stressed that the gift of participating in a 
project is what happens when people get together over books. ABE has integrated 
participation in the project into the classroom instruction of adult learners. The 
Policy Council was interested, so Sarah Mehegan proceeded by contacting Sally 
Anderson, Vermont Reading Project coordinator, to see what could be done for 
Head Start families in the Central Vermont area. 

In November, Mehegan met with Anderson, Leahy, and several ABE teachers 
from Orange and Washington Counties. The group decided that although Head Start 
home visitors and ABE teachers serve in different capacities (Head Start is more 
family focused and ABE more adult focused), we are essentially seen by our clients 
as educators. We also in many cases serve the same economic population and have 
some dual enrollment. We decided to poll our people to see what kind of interest 
there was in participating in projects together. Anderson contacted possible scholars 
to lead the discussions, along with the libraries in each area to see what interest 
there was in hosting a group. In the end, we had good responses from libraries, 

Head Start parents, and ABE students in several communities. Through coor¬ 
dination with Anderson, ABE personnel, community librarians, and Head Start 
personnel, we made plans for Family Reading Projects in seven communities. 



Examples of Head Start and Early Childhood Programs 


245 



The themes offered are friendship, home, courage, and history. After choosing a 
theme, participants received 10 books from the bibliography prepared by the 
Vermont Reading Project. The books ranged in appropriateness from preschool to 
upper elementary ages. 

Susie Wizowaty led the group in Barre, which was a large group of ABE stu¬ 
dents and parents from two of our Head Start field offices. The theme was friend¬ 
ship. Wizowaty’s approach was to get people to talk about the content of the book 
and the process of writing. She asked people how they liked the illustrations and 
how their children viewed the illustrations. When the participants discussed the 
book The Hundred Dresses , which was written in the 1940s, some of the younger 
people commented that they thought the illustrations were “not that great” while the 
older participants seemed to love them. The book is about peer pressure and being 
made fun of because you are viewed as different. This theme generated a lively 
response as participants shared their childhood experiences of being ridiculed and 
singled out as “different.” One parent shared how she deliberately picked on one kid 
in her class whom she saw as unusual. This parent stated how she clearly remem¬ 
bered pulling together her friends to agree with her in tormenting the other child. 

Another participant shared how her daughter was going through this very ex¬ 
perience at school. She read The Hundred Dresses with her daughter who then 
requested to take the book to share with her teacher. This teacher was trying to help 
the children work on acceptance. Through this one family, the Family Reading 
Project moved into the public school. 

Wizowaty also shared her experiences of how she writes children’s literature 
and how in many ways it is more difficult than adult fiction. The book The Biggest 
Bear was written in the early 1950s about a boy who makes a friend out of a bear 
cub. The boy solved his problem of the cub’s growing up into a rambunctious and 
always hungry big bear by giving him to a zoo. It was almost unanimous that if this 
book had been written recently, one would not write a book about trying to make a 
friend out of a bear. The group did not see the solution of putting a bear in a zoo as 
a happy one. Therefore, the discussion turned to how would one write a book about 
a boy and a bear, and why there has always been a fascination with bears. 

Ken Smith led the group in the Connecticut Valley area. One parent stated that 
he had the ability to paint pictures in her head with his words and actions. When the 
group discussed the book Frog and Toad Are Friends, this parent could just picture 
a “silly little toad in his silly little bathing suit, feeling silly.” Then this parent 
shared that she knew just how this toad felt, how she had felt this way at times. 

Another point this parent talked about in her experience of being in Smith’s 
discussion was that although many personal experiences were shared and people 
expressed different opinions, there was always an acceptance of each individual and 
that person’s thoughts, fears, and dreams. Smith kept the atmosphere light by using 
humor. 


246 


Examples of Head Start and Early Childhood Programs 



SAMPLE 


Collaboration in Kalamazoo 

Joint Literature Conference Committee (JLCC): Each November, Chil¬ 
dren’s Book Week is celebrated with a day-long conference featuring a children’s 
author or illustrator. A committee or representatives from Kalamazoo Public 
Library and Western Michigan University produce this annual program. 

Project LIFT (Literacy, In-service, Field trips, Thematic resources 
support): Staff members from Kalamazoo Public Library, Kalamazoo Institute of 
Arts, and Kalamazoo Valley Museum worked with the Head Start staff to create 
bibliographies and programs that complement Head Start’s curriculum. 

Day Care Outreach Program: Children being cared for in licensed home 
daycare centers received outreach services provided by Kalamazoo Public 
Library, with assistance from Child Care Resources Inc. 

Parents as Partners in Reading: Assisted by Junior League of Kalamazoo, 
Kalamazoo Public Library began presenting this program to groups of parents in 
1991. 

Read to Me: Working with local Rotary Clubs, this initiative supports pro¬ 
grams throughout the county; its goal is to ensure that all of our children are being 
read to at least 10 minutes per day. 

Ready to Read: As one component of Kalamazoo County’s “Healthy 
Futures” program, many outreach programs are made available, from training 
volunteers to read in pediatric clinic waiting rooms, to providing storytimes in 
daycare centers. 

For information contact: 

Mary Callotte Rife Susan Warner 

Head, Children’s Services Children’s Librarian 


616-342-1859 


Examples of Head Start and Early Childhood Programs 


247 





SAMPLE 


Barton Library, Arkansas 

Although it may not be unique, an outreach to our local Head Start is one of 
the programs of which we are proudest. 

In May 1994,1 attended a Library-Head Start Workshop in Topeka, Kansas, 
sponsored by the Center for the Book, Library of Congress. Even though I had 
worked with Head Start for 5 years, this workshop gave me an insight into other 
ways to serve children’s needs. 

During the school year, I visit Head Start on a regular basis to share stories, 
fingerplays, crafts, puppets, and songs with each class. 

An idea I have implemented since the workshop is a “Storytime Box” filled 
with books, songs, fingerplays, bulletin board items, old magazines, etc., to 
supplement the curriculum. All materials are left on site for 1 month, and the 
teachers have found them very helpful. 

Because of transportation shortage, each of the seven classes can make only 
one visit per school year to the library. I try to make this a very special visit and 
have a small take-home item for each child. Any material given out is marked 
with our library stamp to make parents aware of the library involvement. 

I have also provided training for teacher aides by sharing books and 
storytelling techniques. This training was held at the library and was a first visit 
for some. 



—Maureen DeBruin, Children’s Coordinator, Barton Library, El Dorado, Ark. 


248 


Examples of Head Start and Early Childhood Programs 



SAMPLE 

North Bend Public Library, Oregon 

Outreach programs are usually scheduled October through May, with each 
Head Start or day care having a monthly visit on the same day and time each 
month, such as the first Tuesday of each month at 10:30. Last year, I regularly 
visited eight Head Start classes at a variety of sites and two day care centers. (Pre¬ 
schools usually schedule a once-a-year field trip to the library.) 

I perform roughly the same program for Outreach that I am doing at that 
week’s Storytime unless the teacher has requested a specific theme. (If I already 
have a file for that theme, I can usually honor a teacher’s request.) I often try out 
new material during Head Start visits because the children are such eager 
audiences and are used to being together as groups. 

A typical Outreach program would begin with a “warm-up” pertaining to the 
theme, such as a stuffed animal to admire and discuss, a song or fingerplay about 
the topic, an imaginary experience with the theme, some “realia” to pass around, 
or a short discussion of the children’s experiences with the topic. Next comes a 
book, followed by a song or fingerplay that allows the children to move in some 
fashion and “get the wiggles out.” Then comes another book (or a flannel board 
story, puppet story, etc.) followed by another active song or fingerplay. I continue 
in this fashion for the allotted time or as long as the children’s interest holds. 
(Regular Storytimes end with a simple craft, which I omit for Outreach sessions.) 

I look for books that have wonderful pictures and fairly simple stories. Books 
with repetitive phrases or predictable plots are always popular. As the year 
progresses and the children become better listeners and can sit still for longer 
periods, I usually choose at least one longer story per session. As I get to know 
the classes, I often substitute books within a theme that better suit the abilities and 
idiosyncrasies of a particular group. 

Reaching out to Head Start classes is one of my top priorities. Research shows 
that children who are read to regularly usually become readers themselves. Many 
of the Head Start children are not being read to at home. I like to think that I can 
make a difference in these children’s reading futures. 

—Sara B. Simpkins, Children’s Librarian, North Bend Public Library, North Bend, Ore. 



Examples of Head Start and Early Childhood Programs 


249 




SAMPLE 

ALA American Library Association 
Fact Sheet 


Born to Read 

Helping parents raise children with healthy bodies and minds is the goal of 
Bom to Read: How to Nurture a Baby’s Love of Learning. This 3-year national 
demonstration project is being administered by the Association for Library Serv¬ 
ice to Children (ALSC), a division of the American Library Association (ALA). 
Funded by a grant from The Prudential Foundation. Bom to Read builds partner¬ 
ships between librarians and health care providers to reach out to new and expec¬ 
tant at-risk parents and to help them raise children who are “bom to read.” 

Goals 

• To develop models of how library-health care provider partnerships can work 
together to break the intergenerational cycle of illiteracy. 

• To help parents improve their reading skills and to impress upon them the im¬ 
portance of reading to their children. 

• To promote greater public awareness of health and parenting resources avail¬ 
able in libraries. 

Programs 

Five libraries were selected as national demonstration sites: the H. Leslie 
Perry Memorial Library in Henderson, N.C.; the Carnegie Library of Pittsburgh; 
the Provo (Utah) City Library; the Sutter County Library, Yuba City, Calif.; and 
the Memphis/Shelby County (Term.) Public Library and Information Center. 

These sites were selected on the basis of innovation and creativity, evidence of 
need, enthusiasm, and commitment to the project goals. Each grant recipient was 
awarded $30,000 to implement its winning program proposal at the local level. 
The first programs were launched in March 1995. 

• The Bom to Read program at the H. Leslie Perry Memorial Library includes 
training literacy volunteers, conducting storytimes, and hosting programs for 
parents of newborns. A collection of picture books was placed at the 
Granville-Vance District Health Department, and parenting classes and sto¬ 
rytimes were held at three local housing projects and at the Health Department 
on Prenatal and Well-Child Clinic days. 


250 


Examples of Head Start and Early Childhood Programs 



• The Provo City Library’s Bom to Read program includes a special series for 
fathers and their babies called “Time With Father.” The program promotes a 
child’s early interaction with his or her father. Parents of approximately 3,000 
babies bom at two local hospitals received parenting materials, and follow-up 
visits were made. A van is used to distribute toys and books to at-risk families. 
Two program series—“Book Babies” and “Mother Goose Time”—are held 
for baby and parents at the library. 

• A family literacy program, “Beginning with Books,” expands the Carnegie 
Library of Pittsburgh’s Bom to Read program. A series of Read-Aloud Clubs 
offers parents an opportunity to share their experiences by reading picture 
books to their babies. Staff members from the Allegheny County Health De¬ 
partment and the Magee-Women’s Hospital give presentations on nutrition, 
child development, and immunizations. 

• Targeting a multilingual population, the Sutter County Library’s Bom to Read 
program involves 4 health-care agencies and 11 community organizations, 
including the local Migrant Head Start Program. Activities include a major 
public awareness campaign, parenting programs, infant and parent storytimes, 
and Bom to Read graduation celebrations at various community sites. 
Sunsweet Growers Inc. is a corporate sponsor. 

• The Memphis/Shelby County Public Library and Information Center will ex¬ 
pand the services of Training Wheels, a mobile classroom, to take materials 
and programs on early literacy skills and child development to two Memphis 
neighborhoods. Three videotapes will be produced for the library’s cable tele¬ 
vision channel and will be available for checkout at branch libraries. Parenting 
classes, a variety of library programs, and home visits by health-care staff 
members from LeBonheur Children’s Medical Center’s Healthy Families pro¬ 
gram are part of the project. 

How It Works 

The Bom to Read project provides support materials, training, and technical 
assistance to the selected library and health-care provider partners. A national ad¬ 
visory committee oversees implementation and evaluation of the project. The 
committee established the criteria for the national demonstration sites and devel¬ 
oped the overall program goals and objectives. It assists in the planning of train¬ 
ing seminars, the production of a Bom to Read video, and the evaluation of pro¬ 
gram sites. First Lady Hillary Rodham Clinton is honorary chair. 


Examples of Head Start and Early Childhood Programs 


251 



Building on Success 

These demonstration sites have inspired several libraries to raise local funds 
for implementing of Bom to Read programs in their communities. For informa¬ 
tion about how to organize a Bom to Read program, contact the Bom to Read 
Project/Association for Library Service to Children, 50 E. Huron St., Chicago, IL 
60611. Fax: 312-280-3257. 


252 


Examples of Head Start and Early Childhood Programs 



List of Children’s Books 


Carson, Jo. Stories I Ain’t Told Nobody Yet. Selections from the People Pieces. 
Theatre Communications Group, 1991. 

Friedman, Lna R. How My Parents Learned to Eat. Houghton Mifflin, 1984. 

Gamer, Alan. Little Red Hen. (Norman Messenger, illustrator). 1st American ed. 
DK Pub., 1997. 

Hoban, Tana. Shapes, Shapes, Shapes. Greenwillow Books, 1986. 

Johnson, Angela. Tell Me a Story, Mama. Orchard Books, 1989. 

Krahn, Fernando. Amanda and the Mysterious Carpet. Clarion Books, 1985. 

Oram, Hiawyn. In the Attic. 1st American ed. Holt, Rinehart and Winston, 1985. 

Rius, Maria, and J. M. Parramon. Fire. (W. Brian Altano, translator). 1st English 
language ed. Barron’s, 1985. 

Steptoe, John. The Story of Jumping Mouse: A Native American Legend. Lothrop, 
Lee & Shepard Books, 1984. 

Surprises. Selected by Lee Bennett Hopkins. (Megan Lloyd, illustrator). 1st 
American ed. Harper & Row, 1984. 

Williams, Vera B. A Chair for My Mother. Greenwillow Books, 1982. 


Examples of Head Start and Early Childhood Programs 


253 












Appendix A 

Bibliography of Adult Books 



Ahlberg, Janet, and Allan Ahlberg. The Baby’s Catalog. Boston: Little Brown, 1982. 

Anderson, Celia, and Marilyn Apseloff. Nonsense Literature for Children: Aesop to Seuss. 
Hamden, Conn.: Shoestring Press, 1989. 

Anderson, Dee. Amazingly Easy Puppet Plays. Chicago: American Library Association, 1997. 

Association for Library Service to Children. Preschool Services and Parent Education 
Committee. First Steps to Literacy: Library Programs for Parents, Teachers, and 
Caregivers. American Library Association, 1990. 

Bauer, Caroline Feller. Leading Kids to Books Through Puppets. Chicago: American Library 
Association, 1997. 

Bauer, Caroline Feller. New Handbook for Storytellers, with Stories, Poems, Magic, and More. 
Rev. ed. Chicago: American Library Association, 1993. 

Bauer, Caroline Feller. This Way to Books. Bronx, N.Y.: Wilson, 1983. 

Berlin, Gordon, and Andrew Sum. Toward a More Perfect Union: Basic Skills, Poor Families, 
and our Economic Future. New York: Ford Foundations, 1988. 

Bernstein, Joanne E. Books to Help Children Cope with Separation and Loss. 2d ed. New York: 
Bowker, 1983. 

Books Aloud!: Experiencing Books and Reading Aloud with The Free Library of Philadelphia. 
Philadelphia: The Free Library of Philadelphia, 1995-1997. 

Bom to Read: How to Raise a Reader (pamphlet). Chicago: American Library Association. 

Bos, Bev. Don’t Move the Muffin Tins: A Hands-off Guide to Art for the Young Child. Roseville, 
Calif.: Tum-the-Page Press, Inc., 1978. 

Brashears, Deya. Dribble Drabble: Art Experiences for Young Children. (See also More Dribble 
Drabble.) Mt. Rainier, Md.: Gryphon, 1985. 

Briggs, Diane. 52 Programs for Preschoolers: The Librarian’s Year-Round Planner. Chicago: 
American Library Association, 1997. 

Butler, Dorothy. Babies Need Books. New York: Atheneum, 1980. 

Butler, Dorothy. Cushla and Her Books. Boston: The Horn Book, 1980. 

Carlson, Ann. The Preschooler and the Library. Metuchen, N.J.: Scarecrow Press, 1991. 


255 



Carroll, Frances Laveme, and Mary Meacham. Exciting, Funny, Scary, Short, Different, and Sad 
Books Kids Like About Animals, Science, Sports, Families, Songs, and Other Things. 
Chicago: American Library Association, 1984. 

Cart, Michael. What’s So Funny: Wit and Humor in American Children’s Literature. New York: 
HarperCollins, 1995. 

Children’s Books in Print. 

Children’s Media Marketplace. 3d ed. New York: Neal-Schuman Publishers, 1988. 

Children’s Services Department. Leap into Books. Parma, Ohio: Cuyahoga County Public 
Library, 1990. 

Choosing a Child's Book. The Children’s Book Council, 1989. 

Cianciola, Patricia J. Picture Books for Children. Chicago: American Library Association, 1990. 
Colwell, Eileen. Storytelling. London: The Bodley Head, 1980. 

Conditions of Children in California. 1989. 

Council on Interracial Books for Children. Racism and Sexism Resource Center for Educators. 
Human and Anti-Human Values in Children's Books: A Content Rating Instrument for 
Educators and Concerned Parents: Guidelines for the Future. Prepared by the CIBC Racism 
Sexism Resource Center for Educators. New York: The Center, 1976. 

Cullinan, Bernice E., and Carolyn W. Carmichael, eds. Literature and Young Children. Urbana, 
Ill.: National Council of Teachers of English, 1977. 

Cullinan, Bernice E., and Lee Golda. Literature and the Child. 3d ed. Fort Worth: HarcourtBrace 
College Publishers, 1994. 

Currell, David. The Complete Book of Puppet Theatre. Totowa, N.J.: Barnes and Noble Books, 
1987. 

Curtis, Jane, and Carole Talan. P.A.R.E.N.T.S. Parents Adults Reading, Encouraging, Nurturing, 
Teaching, and Supporting. California State Library Foundation, 1997. 

Dreyer, Sharon Spredemann. The Bookfinder: A Guide to Children's Literature About the Needs 
and Problems of Youth Aged 2-15. 5 vols., Circle Pines, Minn.: American Guidance Service, 
1977-1994. 

Duck, Mabel. Easy-to-Make Puppets: Step-by-Step Instructions . Boston: Plays, 1993. 

Evans, Joy, and Jo Ellen Moore. How to Make Books with Children (2 vols.). Monterey, Calif.: 
Evan-Moor, 1985 and 1991. 

Evans, Joy; Kathleen Morgan; and Jo Ellen Moore. Making Big Books with Children. Monterey, 
Calif.: Evan-Moor, 1989. 

Exploring Childhood, Working with Children, Doing Things. Washington, D.C.: U.S. 
Government Printing Office, 1985, 461-307/35-908. 


256 


Appendix A 



Ferguson, Lana H., and Suellen Carroll Croteau. Building Blocks: An Annotated Bibliography for 
Day Care Providers Serving Children Ages Two Through Five. Guilford, Conn.: Guilford 
Public Library, 1991. 

Fiore, Carol D. Programming for Introducing Adults to Children’s Literature. New ed. Chicago: 
American Library Association, 1994. 

Fiore, Carol D. Programming for Young Children: Birth Through Age Five. Chicago: American 
Library Association, 1996. 

Fleming, Denise. Painting with Paper. Holt, 1994. 

Gardner, John W. Self-Renewal: The Individual and the Innovative Society. New York: Harper & 
Row, 1964. 

Herb, Steven, and Sara Willoughby-Herb. Using Children’s Books in Preschool Settings: A 
How-to-Do-It Manual. New York: Neal-Schuman, 1994. 

Hunt, Tarara, and Nancy Renfro. Pocketful of Puppets: Mother Goose Rhymes. Austin, Tex.: 
Nancy Renfro Studios, 1982. 

Immroth, Barbara Froling, and Viki Ash-Geisler, eds. Achieving School Readiness: Public 
Libraries and National Education Goal No. 1: With a Prototype of Public Library Services 
for Young Children and Their Families. Chicago: American Library Association, 1995. 

Irvin, Joan. How to Make Super Pop-ups. New York: William Morrow, 1992. 

Jalonga, Mary Renck. Young Children and Picture Books: Literature from Infancy to Six. 
Washington, D.C.: National Association for the Education of Young Children, 1988. 

Johnson, Paul. Literacy Through the Book Arts. Portsmouth, N.H.: Heinemann, 1993. 

Ketch, Susan. Making Books for Winter. (See also Making Books for Fall.) Greensboro, N.C.: 
Carson-Dellosa Publishing, 1992. 

Kimmel, Mary Margaret, and Elizabeth Seagal. For Reading Out Loud!: A Guide to Sharing 
Books with Children. New York: Delacorte Press, 1988. 

Kohl, Mary Ann. Scribble Cookies. Bellingham, Wash.: Bright Ring, 1985. 

Konigsburg, Elaine. TalkTalk: A Children’s Book Author Speaks to Grownups. New York: 
Atheneum, 1995. 

Lazarus, Wendy, and Laurie Lipper. The Parent’s Guide to the Information Superhighway: Rules 
and Tools for Families Online. Washington, D.C.: The Children’s Partnership, 1996. 

Lima, Carolyn W., and John A. Lima. A to Zoo: Subject Access to Children’s Picture Books. 3d 
ed. New York: Bowker, 1989. 

Ling, Patricia. Making Books for Spring and Summer. Greensboro, N.C.: Carson-Dellosa 
Publishing, 1992. 


Appendix A 


257 



Manna, Anthony L., and Carolyn S. Brodie, eds. Many Faces, Many Voices: Multicultural 
Literacy Experiences for Youth: The Virginia Hamilton Conference . Fort Atkinson, Wis.: 
Highsmith Press, 1992. 

Mathews, Virginia H. “Kids Can ’t Wait. ” President’s Paper. Chicago: American Library 
Association, 1996. 

Moore, Vardine. The Pre-School Story Hour. Metuchen, N.J.: Scarecrow Press, 1972. 

National Academy of Education. Commission on Reading. Becoming a Nation of Readers: The 
Report of the Commission on Reading. Prepared by Richard C. Anderson, et al. With 
contributions from members of the Commission on Reading. Pittsburgh, Pa.: National 
Academy of Education, 1984. 

National Black Child Development Institute. The Spirit of Excellence: Resources Black 
Children, Ages Three to Seven. Washington, D.C.: Author, 1991. 

National Council of Teachers of English. Committee on Literature in the Elementary Language 
Arts. Raising Readers: A Guide to Sharing Literature with Young Children. New York: 
Walker, 1980. 

Nespeca, Sue McCleaf. Library Programming for Families with Young Children: A How-to-Do- 
It Manual. New York: Neal-Schuman, 1994. 

Nespeca, Sue McCleaf; Ellen Fader; and Bessie Condos Tichaur. Public Libraries: Partners in 
Achieving School Readiness for Our Nation’s Children. Chicago: Association for Library 
Service to Children, American Library Association, 1995. 

Notable Children’s Films and Videos (annual list from ALSC). Chicago: American Library 
Association. 

Oppenheim, Joanne F., et al. Choosing Books for Kids: How to Choose the Right Book for the 
Right Child at the Right Time. New York: Ballantine Books, 1986. 

Ormerod, Jan. Reading. 1st U.S. ed. New York: Lothrop, Lee & Shepard Books, 1985. 

Phillips, Carol Brunson, ed. Essentials for Child Development Associates Working with Young 
Children. Council for Early Childhood Professional Recognition, 1991. 

Preschool Services and Parent Education Committee of the Association for Library Service to 
Children. First Steps to Literacy: Library Programs for Parents, Teachers, and Caregivers. 
Chicago: American Library Association, 1990. 

Puppets ’n ’ Stuff. W224 S8424 Industrial Drive, Big Bend, WI 53103. Phone: 414-662-4448. 

Quezada, Shelley, and Ruth S. Nickse. Community Collaborations for Family Literacy . New 
York: Neal-Schuman, 1993. 

Reid, Rob. Children’s Jukebox: A Subject Guide to Musical Recordings and Programming Ideas 
for Songsters Ages One to Twelve. Chicago: American Library Association, 1995. 

Renfro, Nancy. Puppet Shows Made Easy! Austin, Tex.: Nancy Renfro Studios, 1984. 


258 


Appendix A 



Rich, Dorothy. MegaSkills: Building Children’s Achievement for the Information Age. New and 
expanded ed. Boston: Houghton Mifflin, 1998. 

Rich, Dorothy. What Do We Say? What Do We Do?: Vital Solutions for Children’s Educational 
Success. 1st ed. New York: Forge, 1997. 

Richardson, Selma. Magazines for Children. Chicago: American Library Association, 1992. 

Self, Frank. Materials for Adults to Use with Children from Birth to Three: A Selected Resource 
List. Farmington, Conn.: Farmington Public Library, 1983. 

Shaftel, Fannie R. Role-Playing for Social Values: Decision-Making in the Social Studies. 
Stories by George Shaftel. Englewood Cliffs, N.J.: Prentice-Hall, 1967. 

Shedlock, Marie L. The Art of the Storyteller. 3d ed., rev. with a new bibliography by Eulalie 
Steinmetz. New York: Dover Publications, 1952. 

Sheehan, Kathryn, and Mary Waidner. Earth Child: Games Stories, Activities, Experiments, and 
Ideas About Living Lightly on Planet Earth. Tulsa, Okla.: Council Oak Books, 1991. 

Shelton, Julie Catherine. Puppets, Poems, & Songs. Carthage, Ill.: Fearon, 1993. 

Sierra, Judy. Fantastic Theater. New York: H. W. Wilson, 1991. 

Smith, Lillian. The Unreluctant Years: A Critical Approach to Children’s Literature. New 
introduction by Kay Vandergrift. Chicago: American Library Association, 1991. 

A Subject Guide to Children’s Books. 

Sutherland, Zena. Children and Books. 7th ed. Glenview, Ill.: Scott Foresman, 1986. 

Sutherland, Zena. Children and Books. 9th ed. New York: Longman, 1997. 

Talan, Carole. Family Literacy: A Start-Up Manual and Guide. In press, Neal-Schuman. 

Talan, Carole, and Margaret Monsour. Library-based Family Literacy Projects. Chicago, 
American Library Association, 1993. 

Thomas, Rebecca. PrimaryPlots: A Book Talk Guide for Use with Readers, Ages 4-8. New 
York: Bowker, 1989. 

Tooze, Ruth. Storytelling. Englewood Cliffs, N.J.: Prentice-Hall, 1959. 

Trelease, Jim. The New Read-Aloud Handbook. 4th ed. New York: Penguin, 1995. 

U.S. Department of Education. What Works? Washington, D.C.: U.S. Department of Education, 
1986. 

Van Schuyver, Jan. Storytelling Made Easy with Puppets. Phoenix, Ariz.: Oryx, 1993. 

Warren, Jean. 1-2-3 Puppets. Everett, Wash.: Warren, 1989. 

Willoughby-Herb, Sara, ed. Growing into Books. 1990. 

Willoughby-Herb, Sara, ed. Using Children’s Books in Preschool Settings: A How-to-Do-It 
Manual. (SEE HERB, STEVEN.) 


Appendix A 


259 



Wilmes, Liz, and Dick Wilmes. Exploring Art. Elgin, Ill.: Building Blocks, 1986. 

Winkel, Lois, and Sue Kimmel. Mother Goose Comes First: An Annotated Guide to the Best 
Books and Recordings for Your Preschool Child. New York: H. Holt, 1990. 

Wright, Denise Anton. One-Person Puppet Plays. Englewood, Colo.: Libraries Unlimited, 1990. 


Films and Videos 

These films and videos can be used to show and to recommend for explaining the importance 
that language and reading aloud have on the brain and learning development. 

Born to Read: How to Nurture a Baby’s Love of Learning. ALA Library Video Network, 320 
York Rd., Towson, MD 21204; 800-441-TAPE. Demonstrates motivation and learning. Two 
segments; length: 24 minutes. 

Born to Succeed: An Early Literacy Message for Parents. Multnomah County Library, Portland, 
OR 97212-3796; 503-248-5458. Length: 12 minutes. 

Food for Thought: Health Partnership of Hennepin County. Hennepin County Library, 12601 
Ridgedale Dr., Minnetonka, MN 55343; 612-830-4914. Demonstrates the health providers’ 
belief that reading to babies improves their intelligence. Length: 14 minutes. 

Ready, Set, Read. Pediatric Department of the Science Health Center, Syracuse University (in 
cooperation with the Onondaga Library System), Syracuse, NY 13244; 315-443-1870. 
Length: 5 minutes. 


260 


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C* Appendix B 

Guide to the Use of 
The Library-Head Start Partnership 
Video for Programs and Workshops 
Video Segments I—IV 



VIDEO SEGMENT I 


“THE LIBRARY-HEAD START PARTNERSHIP” 


1. Introduction-montage and title. 

The children, teachers, aides, and parents in this Head Start classroom have a new partner ... the 
librarian and staff from the local public, or perhaps, the school library. 

It’s all part of the Library-Head Start Partnership Project, designed to help integrate books and 
library programs into the experiences of Head Start children and their families. 

la. Dolly Wolverton on-camera. 

“The overall goal of this wonderful undertaking is to give Head Start children exposure to lots of 
imagination-stirring, thought-provoking books, as motivation for further learning.” 

2. Library: children’s librarian at work talking with a child about a book as it is being selected from a 
face-out rack. 

Just as you individualize the Head Start curriculum, the librarian selects and organizes books and 
other materials for the varied needs of children. 


3. Librarian at another library location with a computer. Around her are journal reviews, children’s 
books, etc. She examines and leafs through a new book. 

A librarian uses recommendations, reviews, and hands-on examination to select and order books, 
and to keep up-to-date on the best children’s books and supporting media. The librarian also has 
access to many other print and electronic resources. 


261 



4. Head Start teacher and librarian meeting in the empty Head Start classroom. They discuss her lesson 
plan. 

Your collaboration with the local library begins with a visit and a discussion about your group of 
children. 

You’ll discuss class size, age range, and other general characteristics that guide your approach to a 
daily learning plan for each individual. 

(The Head Start teacher describes her class.) 

However, the focus of your discussions will be on the special needs of the children. 

(Discussion: “What do you find most difficult to individualize in terms of what you have to cover in the 
curriculum?” The Head Start teacher talks about a child with a new sibling.) 


Dissolve to: 

5. Wide shot of a Head Start classroom full of active children. At the end of the first sentence, the video 
freeze-frames and the words “Learning Style” appears on the screen. 

You’ll discuss the learning styles of your children. Do some learn best when they have both visual 
and listening experiences, and others when they have something in their hands? 


6. A different wide shot freeze-frames with “Developmental Levels” keyed. 

You’ll profile the variety of developmental levels within your classes. Are some performing below 
or above their age level? What do they understand, laugh at, and respond to? 


7. A different wide shot freeze-frames with “Emotional Variables” keyed. 

Are there children whose emotional health is a factor in your teaching? Do some have attention 
deficit, or are withdrawn, or are disabled physically? 


8. A different wide shot freeze-frames with “Home Situation” keyed. 

Are many children from single parent homes with the parent working? Do some come without 
breakfast? 


9. A different wide shot freeze-frames with “Culture and Language” keyed. 

What are the cultures and languages represented in your group? 


10. Return to the teacher and librarian talking in the empty classroom. 


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With help from the library, you can identify books and materials that will reinforce the curriculum 
and help tailor it to individuals. 


Dissolve to: 

11. Montage, with music, of the wealth of material. This includes panning the books as they are 
displayed, as well as the many story-related materials, such as puppets, video and audiotapes, puzzles, 
games, toys, etc. The teacher and librarian are included in some of the shots. 

You’ll want to visit with the librarian at the library to see all the possibilities. 


12. The Head Start teacher and librarian examining shelves and racks of books, and selecting books and 
related materials. Their friendly relationship is modeled. 


Dissolve to: 

13. The librarian and Head Start teacher are seen at a library table with the books and related materials 
they have collected. They are talking about books and how they can be used in groups and with individual 
children. 

Though many of the book-related activities will be conducted in groups, you’ll find a variety of 
materials to better suit the individual needs and interest of your children. 

(The discussion will point out that there are different uses for the books. Some are for reading to the 
group; others are to be read to specific children: “For the child with the family that’s moving [or dealing 
with a death, a new sibling, illness, absence of a parent, etc.], this book will show her a character dealing 
with the same emotions. This other book would be good for your 4-year-old who is not quite ready for 
advanced material.”) 

(The discussion turns to the support material they have collected on the table.) 


14. Close-ups on the broad range of book-related materials on the table. 

However, the library has more than books. Enhancement materials fully integrated into the story 
experience can support a variety of learning styles. 

(Discussion: “Puppets are a great way for kids to express themselves about the ideas they learn in this 
story. Why don’t I bring the puppets when I come to visit your classroom?”) 


Dissolve to: 

15. Meeting at the library continues. The librarian is demonstrating some methods of using different 
puppets. 

Helping assemble the materials is an ideal way to get parents involved. The librarian is prepared to 
assist you in making library materials come alive in the classroom. 


Appendix B 


263 



Dissolve to: 


16. Images of a celebration at a library with parents and grandparents. 

Most of your library partnership activities will take place in your own classroom. But there can be 
events and occasions planned for children and their parents to visit the library. 

17. Outside performer in the classroom giving a presentation. (Len Cabral’s Story Theater) 

The librarian can also help locate people outside the library to participate in programs. 


Dissolve to: 

18. The Head Start teacher a month or so later on the phone at the Head Start Center talking to the 
children’s librarian. Once your relationship is under way, you’ll be familiar with the resources 
available and how to access them, including long-term loans. 

(Discussion: “Rose, can you get some materials ready for me? Remember I need something that is more 
challenging for a couple of my kids.”) 


19. Brief scenes from Segment II, story reading techniques. 

As your partnership matures, you’ll learn techniques to more effectively reach children with books 
and story materials. 


20. Brief scenes from Segment IV, family involvement. 

The partnership will encourage life-long learning and reading habits, linking library resources to 
all Head Start components: social services, health, education, and parent and family involvement. 


264 


Appendix B 



VIDEO SEGMENT II 


“ENTERING THE WORLD OF BOOKS” 


21. Scene of a teacher enthusiastically reading a story with participation by the children. 

When children enjoy stories, think about and identify with ideas, they are building self-esteem. It is 
this self-esteem, this confidence, that will lead to literacy and eventually to full participation in life 
as an adult. 


22. From the point-of-view of a child, we enter an empty, but “print-rich” Head Start classroom. As the 
camera moves, we see a well-organized room with words labeling many things. The shot then cuts to the 
particulars that make the room “print-rich,” such as the areas labeled “Blocks” and “Science.” The signs 
are neatly printed with markers. The children’s artwork is on the wall, each under a brightly labeled 
child’s name. 

One of their first steps along this life path will be the one they take into a “print-rich” Head Start 
classroom. In such an environment pre-readers quickly become familiar with the words that 
identify objects and actions. Their artwork and clothes hooks are labeled with their names. 
Learning centers of the room are identified with words. There are books displayed face-out as w ell 
as in baskets. There are pictures, posters, and globes—all with words that give them added 
meaning. 

There are manipulatives w aiting to be enjoyed, such as blocks and large wooden puzzles to 
strengthen eye-hand coordination and other pre-reading skills. 


23. Pretend doctor’s office, with magazines, etc. 

Reading and related activities should take place all over the classroom. A pretend doctor’s office 
can have medical charts, get well cards, and even magazines. The guidance and additional 
resources to help you create a “print-rich” environment is one of the benefits of your partnership 
with the library staff. 


24. Reading Comer. Close-ups of the bookshelves, etc. 

The librarian can also assist you in preparing a special reading corner, organizing it to be more 
inviting, more interesting with comfortable pillows to sit on, and an easy chair for an adult reader 
or storyteller. 


25. Writing Center. Includes a small table with chairs and the objects described. 

The Reading Corner can include a writing center with pencil and paper, crayons, rubber stamps, 
stencils, envelopes and scissors, magnetic letter boards, and block and cutout letters. 


Appendix B 


265 



26. Return to the wide shot of empty Reading Comer within an empty classroom, 


Dissolve to: 

27. Matched shot of the Reading Comer within the classroom, but now with children and all their activity 
and related sound. Seated comfortably within the Reading Comer is a young child with headphones and 
tape player looking at a book. Displayed nearby are story dolls, puppets, etc. 

The library can also help you identify other materials to place in your Reading Corner to support 
the development of pre-reading skills. In addition to a continuing flow of books, these can include 
puppets, toys, and story dolls created from book characters. 


28. We dissolve into the conversation, as the Head Start teacher and the librarian talk about reading aloud 
skills. 

One of the most valuable benefits of your collaboration with a librarian will be help in acquiring 
skills for reading books with children. 


Dissolve to: 

29. The teacher, seated alone, studying one of the books from the pile. 

Begin by selecting a book that you like and are comfortable with. Read it to yourself several times 
to identify ways to make it come alive. 


Dissolve to: 

30. The camera cuts to a Head Start teacher starting her focusing ritual. 

Focusing rituals help children settle and prepare them to participate. 


31. Teacher reads and discusses with children. 

When you are reading to a group, use books that are large enough so that everyone can see the 
illustrations. The pictures should be bold and well-defined, and relate to the words you are reading. 

Don’t be too eager to get on with the story. Move the book around slowly to be sure everyone has a 
chance to see and think about the pictures. 

Children like it when you change your voice to create different characters and personalities. 

Key to the reading experience is that the children have the opportunity to participate. Books with 
repetition, a rhyme, or a chant offer the chance for them to join in. 

Let children enter into the story and relate the story to themselves and their own experiences. 


266 


Appendix B 



Ask questions as you go along. But be sure they’re open-ended questions that elicit more than 
simple yes/no answers. 

Let them guess what they think happens next before you read on. 


Dissolve to: 

32. The same Head Start classroom. An aide reads Peter Rabbit to two children in the Reading Comer. 

When sharing a book with an individual or just a couple of children, sit close or hold a child if it’s 
appropriate. Warmth can also be conveyed by the tone of your voice. 

In an intimate setting, you can use smaller books, since you’ll be sitting close. Many children like to 
examine tiny details in the pictures. (She talks to them about the pictures and connects the story to 
their own experiences.) 

This is an ideal opportunity to relate aspects of the story to each child as an individual. Allow plenty 
of time for personal responses and questions. 


Dissolve to: 

33. Montage of storytellers. 

Storytelling is as old as history and a tradition in many cultures. You can make this tradition your 
own. 

Effective storytellers choose stories they like since the stories will have to be learned and told with 
drama and enthusiasm. Storytellers find stories in books or use their own remembered experiences. 

(Rose, standing amidst the children. She pulls out the “story hat.”) 

Some storytellers like to provide a focusing point, like a “story hat,” that signals that “magic” is 
about to happen. 

(The storyteller begins the story.) 

Shorter stories are usually appropriate for young children. Add or subtract elements for different 
audiences and situations. 

Be prepared for participation, especially if the story contains chants, challenges by characters, or 
repetitions. 


Dissolve to: 

34. Later as part of a new story, the storyteller uses a hand puppet. 

Puppets are excellent enhancements and can help children participate in the story. The use of story 
extender materials can enhance a child’s experience with books and stories. 


Appendix B 


267 



35. A child using a puppet later with an aide. 

Puppets and story dolls can also be used by the child who has trouble expressing emotion. Puppets 
can be an alter ego, making it possible to communicate feelings. 


36. Puppet types displayed. 

There are a wide variety of puppet types: stick, string, hand, finger. The librarian can suggest 
which stories work well with puppets and other dramatic play. Simple stages can be built from 
cartons and colored paper. 


37. A flannel board is used in a story told by Oralia Garza Cortes. 

Cut-out figures that stick to a flannel board are another popular enhancement. Children can assist 
the storyteller in illustrating the story. 


38. An area in the library where children’s recordings and audio are kept, as a librarian pulls some 
material. 

The library is also a good source for music to accompany stories. Audiotapes are easy to use. 


39. Multimedia materials displayed with the related books. 

There are a lot of books that are accompanied by related media, such as videos and filmstrips. 
These can help you develop a story theme built around an animal, holidays, or even a color. 


40. Graphic screen with video window. The consistent heading is “Book-related Activities” next to the 
video window. The video window changes to different close-ups as described. Below the window are 
captions for the individual activities. 


41. C.U. a picture being drawn. Caption: “Art Activities.” 

The activities that are already part of your Head Start program can also relate to books, such as 
children and volunteer parents together creating artwork from stories. 


42. Children acting out a scene. Caption: “Dramatic Play/Acting.” 

Dramatic play and acting out scenes from books are effective enhancements as are finger plays and 
games. 


43. Children singing. Caption: “Music/Songs.” 


268 


Appendix B 



Songs related to your theme can be used to close a storytime, or give children a chance to stretch 
between stories. 


44. C.U. of food being prepared by children, cut to play recipe. Caption: “Nutrition.” 

A surprising number of stories have food as a major element, which ties in nicely with the 
importance of nutrition and meal preparation in Head Start. 


45 & 46. Head Start teacher talking to a child about one of the stories read earlier, connecting the story 
with some emotion the child is feeling. 

(We hear a brief discussion with a child.) 

However, the best enhancement you can provide may be simply talking about the stories, showing 
children that books continue to have meaning for them long after the stories have ended. 


Appendix B 


269 



VIDEO SEGMENT III 


“EVALUATION/SELECTION OF MATERIALS” 


47. Open on a montage of library displays of children’s books. A hand selects one of those displayed. 

The number of children’s books published grows each year. But which are the outstanding ones 
that children will make their own? 


48. Book retrieval shots are intercut with close-ups of a written list as a finger points to various book 
titles. 

A librarian reads and compares lots of children’s books and uses tools to help her evaluate them. 
She can share with you some of the things she knows about what makes a good book good. 


49. A table full of bibliographies on many different subjects. 

Among the basic selection tools are bibliographies and book lists. Bibliographic listings are a guide 
to the best of the huge number of children’s books, and are available to help you select books from 
a multitude of topics. There are book lists for children with special interests and needs, books about 
places or kinds of people. 


50. Table of journals and magazines with reviews, close-ups of reviews. 

Reviews provide additional guidance to the content and quality of children’s books. Reviews appear 
in professional journals, library journals, those for the early childhood community, and periodicals 
for teachers and others. They also appear in newspapers and consumer magazines. 


51. Head Start teacher and librarian at the library working together with sources, writing up a list. 

You will use some of these bibliographies and reviews yourself, and your librarian can prepare 
special lists for you based on what you think your children will like. 


52 & 53. Montage of Head Start teachers and children. C.U.’s of books displayed on end in the Reading 
Comer surrounded by Head Start classroom activity. A child picks one to read. Fyecha al Sol, Whistle for 
Willie, Mommies at Work. 

As a Head Start teacher, you know an individual child’s needs are not just based on age and stage 
of development. Among the books you choose should be those that reflect the culture, family 
lifestyle, and racial and ethnic background of children in the classroom. Also considered should be 
the child’s emotional life and physical abilities. 


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54. Child with or without an adult, looking at pictures in a book. A variety of other books are nearby: The 
Lost Lake, How My Parents Learned to Eat, Madeline. 

But children must also be exposed to people and cultures beyond their own experience. It is not 
enough to avoid stereotypes and tokenism. The books you select should open the child’s mind to the 
differences and similarities of people. 


CONTENT AND LITERARY CRITERIA 

There are a number of things to look for in selecting a good storybook for reading to children. 

55. SETTING 

Children like stories to be grounded in a definite location and time. Some stories can reflect 
everyday experiences. 

Children enjoy stories set in imaginary places as well. 

But stories should also stretch children’s thinking by introducing them to new worlds and cultures. 


56. POINT-OF- VIE W 

Many stories are told by an all-knowing narrator who describes the action and what the characters 
are feeling. 

However, stories told by the main character have a special immediacy and appeal. 


57. CHARACTERS 

The characters, whether people or animals, should be dynamic, developing and changing as real 
people do. 

Characters should have traits and feelings children will recognize in themselves. 

Select stories that show characters in a range of roles, genders, ages, races, and cultures. 


58. PLOT 

Children like to know where a story is going, and even be able to anticipate the next event. 
Knowing what is coming next gives children the feeling that they are reading by themselves. 

Humor, suspense, and surprise all delight children. 


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271 



59. THEME 


Good stories have underlying themes. Children should “get” the main idea: For example, the 
importance of sharing. 

60. WORDS & VOCABULARY 

A book should contain words that can expand vocabulary. 

Sentence structure and length should be appropriate for the age group. 

An added plus are “juicy” words that tickle the imagination and are fun to say. 

Kids love word play and rhymes. 


61. ILLUSTRATIONS 

The style and mood of a book’s illustrations should complement the text, and help children follow 
the story sequence. 

Pictures can extend the story by saying things the words don’t say. 

Just by themselves, good illustrations can help children understand the story’s basic concepts. 

A well-illustrated book delights children and allows them to discover more in the pictures each time 
they pick it up. 


63. A Head Start teacher reading a story. Cut to a close-up of the book as she shows the pictures to the 
children. 

The book itself can play a major role in introducing children to reading skills. 


64. Close-ups of books concentrating on the physical properties. 

They should have the opportunity to see individual words and letters. Large type sizes and clear 
words are important for pre-readers. 

The printing of the illustrations should be of high quality. Good printing enhances children’s sense 
of what a quality book is. 

The open book should allow everything to be seen. Words should not run into the margins. 

Good jacket artwork definitely attracts readers. Laminated or plastic covers help protect books 
from stains or fingerprints. 

The binding should be strong and the pages sewn-in, not glued, to stand up to heavy use in the 
classroom setting. 


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65. Character-generated text list including “audio-visual materials, videotapes, film strips, films, slides, 
records, tapes, CDs, magazines, educational computer programs, toys, games, and realia.” 

In your pre-reading program, stimulate and follow-up interest in the story with non-book 
materials. A story can often be told in a non-print format. 


66. Display of reviews, lists, and other information about materials 

To help you select the best of these materials, there are published lists, reviews, and other guidelines 
the librarian can help you locate. 


67. Flashback to teacher and librarian talking about book-related materials in the library. 

If you are using library-owned materials, you can be confident that the material in your library’s 
collection has been selected using established guidelines. 


68. Teacher at the library reviewing some materials, such as a videotape or a story-related toy. 

However you obtain these materials, never use them with children unless you are familiar with 
them yourself. 


69. Montage of shots from this segment focusing on the selection and reviewing activities, and ending 
with a reading aloud scene. 

Choosing among the vast array of books may at first seem a daunting task. But with the help of the 
librarian, you’ll find that using books that are right for your children is a reward in itself. 

(Many picture books are featured in this segment. Excerpts from several of them are read by various 
people.) 


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273 



VIDEO SEGMENT IV 


“LIBRARY ASSISTANCE TO ADULTS” 


70. Parents with their children. They walk with their children to a Head Start classroom. 

(Section title: “Building Bridges to the Home.”) 

Parents are the first and most important influence on a child’s desire to learn. To help their 
children get ready to read, Head Start parents need to know how to reinforce what the children are 
learning. As a Head Start teacher, there are some things you can do to help them. 


71. Parent(s) listening to a book being read in a Head Start classroom. 

Begin with inviting parents to observe your reading and story activities in the classroom. 

72. Parent(s) assisting in story activities. (Nice example of a 2-3 language-speaking parent who comes in 
to translate for a child.) 

Then encourage parents to participate in class storytime. 


73. Head Start teacher talking to parents about follow-up. A parent shows concern for the child with the 
teacher. The teacher knows others have expressed these concerns also. Perhaps the librarian can put a 
workshop together. 

Discuss with parents their child’s pre-reading activities and the possibility of workshops that will 
help them practice these activities at home. 


74. Group of 5-6 parents in a training workshop, hosted by the Head Start teacher and a librarian. 

The librarian can help design workshops that involve parents in their child’s development as a 
reader. Workshops can include a variety of topics, such as helping their children identify objects 
and develop concepts, and how to read aloud. 


74a. (Workshop discussion on making family books, including drawings, photos, favorite small objects 
for focusing family discussion.) 

One focus will be encouraging parents to recognize learning opportunities they see in everyday 
home life. Tell parents it’s important to talk to their child about everyday family matters. 


75. At home with one of our families. We see the environment and activities. 


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Parents need to know that they, too, can create a “print-rich” environment. The library can 
provide them with resources, such as picture cookbooks that they will enjoy using with their 
children. Even the simplest things can enhance children’s pre-reading skills such as magnetic 
letters on the refrigerator, shopping lists, newspapers, magazines, and word games. Seeing parents 
reading to themselves can be a great motivator. 


76. A shot of a parent talking to a kid while watching a dinosaur program on TV. 

Parents should also know they can harness the power of TV as a learning tool. Adults can select 
programs that they and their children can watch together. 


77. A parent looking through a book about dinosaurs with the child. 

Libraries sometimes receive advance information about TV programming. Parents can talk about 
and follow-up programs with books and related materials from the library. 


78. Shots of home-based program. Teacher is discussing a book. 

If you are a home visitor in the home-based option, you will need to emphasize to parents their 
added responsibility in using books. Provide them with a variety of carefully selected materials. 


79. Large-scale special event at a library attended by parents and children. 

(Section title: “Library Resources for Adults.”) 

Getting Head Start parents involved in their child’s pre-reading introduces them to their own use 
of the library. 

An orientation to the library itself can be linked to events you urge families to attend, including 
those Head Start and the library jointly sponsor for special occasions. 


80. Library scenes. 

Or their introduction can be through library programs you promote such as parent-child story 
times. 

Once familiar with the library, parents will find many services that can help them. 


81. Brief scenes to match narration. 

The library is a center for meetings and community activities. Library cards are available for the 
loan of books and other materials. Typewriters, copiers, and computers including databases also 
may be available for use. 


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275 



82. Video graphic screen: CG text heading: “Employment Information.” Other text as narrated. Within a 
video box are assorted items, including people requesting computer or print listing of jobs, licensing 
requirements, community service information, etc. 

Libraries provide employment information, which may include a state job bank. They will have 
listings of accredited vocational and technical training programs, licensing requirements for 
occupations such as drivers and beauticians, guidance on GED high school equivalency and 
requirements for entrance into higher education programs. 


82a. (CG text heading changes to “Community-based Services.”) 

The library can identify and refer adults to community-based services, including housing 
information, where to find counseling for children, the availability of literacy volunteers, and health 
related programs. 


83. Scene of family literacy program. 

The library itself may sponsor classes in areas such as parenting skills, English, language training, 
and family literacy. 


84. Short workshop scenarios in the Head Start classroom that will show a librarian interacting with Head 
Start teachers and staff on the topics discussed in the narration. 

(Section title: “Technical Assistance for Head Start Staff.”) 

The children’s librarian and library resources can also help you do better what you’re already 
doing. Requesting special workshops is an excellent way to increase the skills of your staff and 
classroom volunteers. 


85. Workshop in progress. 

(Discussion: “Follow-up materials for Spaghetti, I Say book including graph and Venn diagram.”) 

Library workshops can help you identify learning experiences in your curriculum using library 
books and other materials. 


Dissolve to: 

86. The same workshop, but now later in the session where the topic has turned to stimulating creative 
thinking. Books and various related objects are on the table. 

(Discussion: “Concept books like Whose Shoe? can help children use their imagination. Follow up with 
Shoe Tic-Tac-Toe.”) 

Another library workshop focus can be the use of books in the development of creative thinking. 


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86a. The same workshop turns to the topic of self-evaluation: “Let’s identify some objectives so that we 
can evaluate how we’re doing. What are some objectives we should include?” 

Based on goals and objects you establish, workshops can help identify ways of evaluating the 
success of what you are doing with library materials. 


Dissolve to: 

87 C.U. of a book showing how to bind it with yam. 


88. C.U. of a child “binding” his/her book. 

The library can also help you expand activities that help children focus on the enjoyment of books 
and reading. 


89. Teacher handing over a list to a librarian. The librarian is at the computer surrounded by book 
catalogs. 

And when you decide to add to your permanent book collection, coordinating book selection, 
ordering and purchasing with your library partner may provide you with a broader selection and 
price benefits. 


90. Closing statement supported by a montage from all of the segments. 

What children gain from living with books is a desire to explore a world much larger than their 
own, a sense of identity and confidence, and a sense of who they can become. 

Acquiring a love for literature is the most powerful incentive for children to become lifelong 
readers and writers. 



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277 


































































Appendix C 

Grant Proposal for the Museum and Library Services’ 
Museum Leadership Initiative 

Rockford, Illinois 


[This grant proposal submitted for an Institute of Museum and Library Services Museum Leadership 
Initiative in 1998 has been granted the requested funds, beginning October 1, 1998, through September 
1999. It demonstrates a further step in developing and expanding a Library-Museum-Head Start 
Partnership Project.] 


Abstract 

Discovery Center Museum, Rockford Public Library, and City of Rockford Head Start are 
pursuing this grant offering to implement a project that will expand our long-term partnership in a 
way that will create a better living environment in our community for families served by Head 
Start. We seek grant funds to underwrite a cohesive array of programmatic activities, interrelated on 
different levels, while working toward the time when such costs would be included in our yearly 
operating budgets. 

The goals of this grant project are to raise the awareness among Head Start parents, children, 
and staff that learning is fun and enjoyable and lasts a lifetime, to motivate parents served by Head 
Start to use museum and library facilities independently and competently, and to sensitize museum 
and library staff to the special needs of families served by Head Start. A shared goal of our 
organizations is to build linkages and partnerships that serve low-income families. 

This project has five objectives: 

1. To continue existing classroom-based programs of field trips to and site visits from the 
Discovery Center and Library. 

2. To develop cross-training opportunities for Museum floor and education staff, Library 
public service staff, and Head Start social service and teaching staff, directed toward 
creating a comfortable and inviting environment at our facilities for Head Start families. 

3. To strengthen the parent-involvement component of the project by hosting “Parents Night 
Out” for each Head Start site and a follow-up Family Fun Day at Discovery Center 
Museum. 


279 



4. To refine methods of evaluation for the program, with pre/post surveys and a revised Club 
Card approach, using information gained from discussions with Head Start Policy Council, 
a parent group. 

5. To develop a casebook documenting our experiences and providing suggestions for 
developing similar partnerships within other communities. 


Description of Current Collaboration 

Introduction to Rockford, Illinois, and Collaborating Agencies 

Rockford, Illinois (population 142,000), is Illinois’ second largest city, and mirrors United 
States Census averages, falling one or two percentage points on either side of the median in every 
respect. 

Discovery Center Museum attracts over 135,000 visitors annually with 18,000 square feet of 
indoor interactive exhibitions and an 8,000-square-foot science park. Our mission statement reads: 
“Discovery Center is a participatory museum created to provide hands-on learning experiences for 
visitors of all ages. Our exhibits and programs provide an enriching, challenging, and fun 
environment to stimulate curiosity and promote interest in the arts and sciences.” The museum 
opened to the public in 1981, and serves three primary target audiences: families, school groups, 
and under-served populations. Our commitment to being accessible to all people has led us to 
initiate a variety of programs to make this commitment real. We are open free to the public one day 
a week. We seek out partnerships with many community agencies who serve low-income and 
minority participants and offer programs in the museum and through outreach including tuition free 
summer camps, youth internships, science outreach in community centers, and community-wide 
festivals and events. With an operating budget of $750,000, 58% of which is earned through 
admissions, gift shops sales, and program fees, Discovery Center has a strong financial base. Our 
museum has experience in collaborative projects locally, statewide, and nationally. We have a full 
time staff of 10 and an additional part time staff of 16. 

Rockford Public Library consists of a centrally located main library and five branches. Our 
mission is “to inform, educate, entertain, and provide cultural enrichment to people of all ages 
throughout our service area. The Library must educate the community in the value and use of its 
resources.” Last year, people checked out over 1 million items, got answers to 136,000 questions, 
and enjoyed 1,800 programs. The Youth Services Division presented 795 programs with an 
attendance of 16,748 children and parents. Rockford Public Library’s Youth Services Division 
recognizes the importance of welcoming all children into the world of language and learning. 

City of Rockford Head Start will serve 544 families in 1998-99. Department of Children and 
Family Services has identified 1,200 children under the age of five in the Rockford area who are in 
families with incomes that place them below the poverty level. Head Start is governed by the Head 
Start Policy Council, which consists of a minimum of 51% parents representing all aspects of Head 
Start, 49% community members, and the Head Start director who serves ex officio. The overall goal 


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of the Head Start program is to bring about a greater degree of social competence in children of 
low-income families. Social competence means the child’s every-day effectiveness in dealing with 
both the present environment and later responsibilities in school and life. Social competence takes 
into account the inter-relatedness of cognitive and intellectual development, physical and mental 
health, nutritional needs, and other factors that necessitate a developmental approach to helping 
children achieve this goal. The Head Start program is family centered and is designed to foster the 
parent’s role as the principal influence on the child’s development and as the child’s primary 
educator, nurturer, and advocate. 

The Discovery Center Museum and Rockford Public Library’s Main Library are conveniently 
located three blocks from each other in downtown Rockford, an area that houses the largest 
percentage of low-income families in the city. In addition, all Head Start sites are relatively close to 
one of Rockford Public Library’s five branch locations. 

Birth and Growth of a Partnership 

Recognizing similarities in our missions and realizing that we share the very important goal of 
nurturing life-long learners, Discovery Center Museum, Rockford Public Library, and City of 
Rockford Head Start began a three-way collaboration in April of 1995 at the Library-Museum- 
Head Start Partnership Project Region V workshop, sponsored by the Library of Congress Center 
for the Book in St. Paul, Minnesota. The guiding vision of our collaboration, expressed in our 
Agreement of Intent to Collaborate (adopted July 1996), is that families served by Head Start use 
the museum and library independently for recreation and information; children and families see that 
literature is relevant and can increase their quality of life; and parents interact with their children 
playfully and with curiosity, understanding that play is the best way for children to grow physically, 
intellectually, socially, and emotionally. Our agencies have engaged in the following activities over 
the past three years: 

• Implementation of a pilot project focusing on the educational component of Head Start, which 
turned into a regular program of site visits and field trips to and from the museum and library. 

• Adopted a formal “Agreement of Intent to Collaborate,” outlining our shared purpose and goals. 

• Presented at the National Association for the Education of Young Children Annual Conference 
and the Illinois Family Literacy Conference about how collaborations develop. 

• Hosted “Head Start Family Fun Day” at the Discovery Center Museum. 

• Instituted “The Club”—an initiative to encourage families to enjoy the museum and library, 
using specially designed cards that alert staff that families are from Head Start. 

• Surveyed a sample of Head Start parents about their family’s use of the museum and library. 

Our planning team continues to meet regularly to review our goals, assess the progress of our 
partnership, and review needs for special funds. Because we are committed to working together to 
meet the needs of Head Start families, most of the activity of this collaboration has been funded by 
the operating budgets of our three agencies. An area of continued need is financial support for 
admission fees for Head Start field trips and whole family activities at Discovery Center, as well as 


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281 



staff support for site visits from Discovery Center to Head Start. In 1997-98, site visits to Head 
Start from Discovery Center and field trips from Head Start to Discovery Center were funded in 
part by a start-up grant from the Ronald McDonald House Charities. We continue to meet regularly 
to explore our short-term funding needs and seek special opportunities such as this IMLS grant 
offering to enhance our effectiveness in serving this important population while we work toward 
long-term funding of our programs through our general operating budgets. 

Included in the attachments is a copy of our Agreement of Intent to Collaborate, as well as 
newspaper and newsletter articles about some of our activities. 


Narrative 


Reason for Request 

Discovery Center Museum, Rockford Public Library, and City of Rockford Head Start are 
pursuing this grant offering to implement a project that will expand our long-term partnership in a 
way that will create a better living environment in our community for families served by Head 
Start. We seek grant funds to underwrite a cohesive array of programmatic activities, interrelated on 
different levels, while working toward the time when such costs would be included in our yearly 
operating budgets. 

A shared goal of our organizations is to build linkages and partnerships that serve low-income 
families. Head Start family resource workers do a needs assessment with individual families at the 
beginning of each school year, which identifies how families use community resources. Of the 512 
families served by Head Start, we estimate that less than 2% come to the library or go to the 
Discovery Center independently on a frequent basis. Efforts to track use of the museum and library 
during the 1997-98 school year indicate very low usage by Head Start families, as well as a lack of 
awareness about what these organizations have to offer. 

Museum and library use has a positive impact on the quality of life of users and in turn 
improves the quality of life of the community. People who use the museum and library practice 
self-determination in making choices about what activities to do and what materials to select, which 
contributes to a healthy sense of control, freedom, and satisfaction. The goals of this grant project 
are to raise the awareness among Head Start parents and children that learning is fun and enjoyable 
and lasts a lifetime, to motivate parents served by Head Start to use museum and library facilities 
independently and competently, and to sensitize museum and library staff to the special needs of 
families served by Head Start. The following narrative explains how we arrived at these goals, and 
outlines a plan for their achievement. 

Assessment 

From the beginning of our collaborative work together, anecdotal information told us that 
families served by Head Start felt “put off by the museum and library—that the museum was “for 
other people,” and that the library was “intimidating.” Earlier surveys of broader but corresponding 


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populations and discussions with community groups indicated similar feelings. Further discussions 
with a variety of Head Start parents reveal a lack of motivation to access our services. While we 
have steadily worked toward the goal of encouraging independent use of the museum and library 
since our collaborative relationship began, and while we have sought to identify and remove the 
kind of perceptual barriers noted above, our most current information tells us that a majority of 
Head Start families still do not use our facilities or services. In the first phases of our collaboration, 
we focused on the relationships between the staff of our three agencies and direct service to the 
Head Start children. To strengthen this project, we intend to build strong relationships with the 
parents. 

Three jointly planned activities in the 1997-98 school year have helped us gauge how parents 
actually feel about the museum and library and how much they use it. 

In the first activity, Head Start teachers administered a survey to a sample of parents from three 
classrooms at one site during home visits in October. The survey asked about frequency of visits, 
what people liked about our agencies, and what kept them from using our facilities. Sixty percent 
said they never go to the Discovery Center Museum. Then, 80% indicated that they would like to 
go once a month. When asked “What keeps you from going to the Discovery Center Museum?” 
33% said they never thought about going before and 26% said they did not know that admission 
was free on Thursdays. With the Library, 33% reported that they never go or had not been in years. 
Half reported that they would like to go about once a week and the other half reported that they 
would like to go about once a month. Not having enough time was the most frequently reported 
reason that kept parents from the Library. Thirteen percent indicated that transportation was a 
problem in getting to the Museum or Library. A large portion (40%) found library staff helpful and 
the Discovery Center atmosphere inviting. When asked “What attracts you to the library?” 63% 
said reading is important and they want their children to read. When asked “What attracts you to the 
Discovery Center?” 53% said they like to do fun things with their child. We believe this survey 
measured perception more than reality. It tells us that parents like the idea of visiting the Discovery 
Center Museum and the Library. 

In the second activity, we attempted to track families’ use of our organizations by encouraging 
Head Start parents to pick up special “Club Cards” from their child’s teacher for use at the museum 
and library. The cards listed a variety of things to do at either facility. Parents would leave the card 
at the museum or library after checking off activities that they participated in and pick up another 
card before their next visit. These cards were then forwarded to Head Start staff who kept track of 
their use, looking especially for repeat visits. Staff at the museum and library agreed to spend extra 
time with families who presented the cards to make sure they felt welcome and were comfortable in 
their surroundings. Cards were used only five times at the Discovery Center and nine times at the 
Library in all of the 1997-98 school year. 

The third planned activity was Head Start Family Day at the Discovery Center Museum. On this 
day, staff of all three organizations hosted 299 children and 180 adults from Head Start who were 
given free admission to the museum. Along with the many interactive exhibits, we offered hands-on 
activities, refreshments, science kits to take home, storytelling, and door to door transportation. We 
used this large gathering of Head Start families as an opportunity to offer library card registration. 


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283 



Twenty-five families registered for library cards. We far exceeded our goal for the event, which was 
to attract 15% of families served by Head Start. 

We conclude from these activities and from information from Head Start Policy Council that 
parents need incentive and personal encouragement to come to the museum and library. Once here, 
they are usually amazed at what they have been missing. We believe that there is a large amount of 
goodwill toward the museum and library among parents served by Head Start. Clearly, the 
anecdotal information that indicated people were “put off by our organizations is not true for all 
parents. Motivation to get to the museum and library and information about using our facilities 
seem to be the greater factors. 

Project Objectives 

This project has five objectives: 

1. To continue existing classroom-based programs of field trips to and site visits from the 
Discovery Center and Library. 

2. To develop cross-training opportunities for Museum floor and education staff, Library 
public service staff, and Head Start social service and teaching staff, directed toward 
creating a comfortable and inviting environment at our facilities. 

3. To strengthen the parent-involvement component of the project by hosting “Parents Night 
Out” for each Head Start site and a follow-up Family Day at Discovery Center Museum. 

4. To refine methods of evaluation for the program, with pre/post surveys and a revised Club 
Card approach, using information gained from discussions with Head Start Policy Council, a 
parent group. 

5. To develop a casebook documenting our experiences and providing suggestions for 
developing similar partnerships within other communities. 

The Partnership Planning Team is responsible for scheduling and implementing all activities. 
This team includes the Head Start Education Coordinator, Head Start Parent Involvement 
Coordinator, Discovery Center Early Childhood Education Coordinator, and Library Youth 
Services Manager. The planning team will depend on input for each activity from meeting with the 
Head Start Policy Council. (Note: the following list of activities is in numerical order, not 
chronological order. For project chronology, see schedule of completion.) 

Objective 1: To expand existing classroom-based programs of field trips to and site visits from 
the Discovery Center and Library. 

This objective meets the goal of raising children’s awareness that learning is fun and enjoyable 
and lasts a lifetime. Field trips and site visits serve children directly. Head Start parents tell us that 
enthusiasm generated by these activities spills over into the home, with children asking parents to 
bring them back to Discovery Center and the Library and telling them about what they learned that 
day. Reciprocal field trips and site visits also increases the children’s comfort level with the 


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Appendix C 



museum and library as children become familiar with museum and library “friends” (staff) and 
surroundings. 


Activity 7 1: Field Trips from Head Start classrooms to Discovery Center. 

At the beginning of the school year, Head Start schedules two field trips per classroom, one in 
the fall and one in the spring. Field trips feature Tot Spot, the early childhood area of Discovery 
Center, and last about one hour. Discovery Center staff facilitate children’s involvement with the 
activities and exhibits. 

Admission fee: 544 students @ S2 per student x 2 trips = $2,224 
Transportation: 28 classrooms x $90 per trip x 2 trips = $5,040 
Discovery Center Staff Salary: 56 visits x $10 per hour x 1.5 hours = $840 


Activity 2: Field Trips from Head Start to Library. 

At the beginning of the school year, Head Start schedules three field trips per classroom. Field 
trips feature story time, which includes book sharing, language play, songs, puppets, and an 
occasional short video. 

Transportation: 28 classrooms x $90 per trip x 3 visits = $7,560 

Library Staff Salary: 84 visits x $11 per hour x 2 hours = $1,848 

Activity 3: Site Visits from Discovery 7 Center to Head Start. 

At the beginning of the school year, Discovery Center schedules two site visits to each Head 
Start classroom, one in the fall and one in the spring. Site visits include a 45-minute hands on 
science activity session and a “Teacher Packet” with lesson plans for follow up activities and an 
item for classroom science centers. 

Discovery Center Early Childhood Education Coordinator salary: 60 visits x 2 hours x $15 per 

hour = $1,800 

Teacher Packets: 16 teachers x $10 = $160 

Materials and Supplies: 544 children x 2 visits x $1 = $1,088 


Activity 4: Site Visits from Library to Head Start. 

At the beginning of the school year, the Library schedules two site visits to each Head Start 
classroom, one in the fall and one in the spring. Site visits include a 30-minute storytime of book 
sharing, fingerplays, songs, and language games. 

Library Staff Salary: 60 visits x 2 hours x $11 per hour = $1,320 


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285 



Objective 2: To develop cross-training opportunities for Museum floor and education staff 
Library public service staff and Head Start social service and teaching staff directed toward 
creating a comfortable and inviting environment at our facilities . 

This objective meets the goal of sensitizing staff to the needs of families served by Head Start, 
and raising Head Start staffs awareness of Museum and Library services about and increasing the 
competence with which staff [members] use them. 


Activity 5: Half-day workshop presented to Museum and Library staff by Head Start staff 
about low-income family needs. 

While staff at both the Museum and Library have had regular customer service training as well 
as cultural diversity training, we recognize a need for additional training in working directly with 
Head Start families to create the most comfortable, welcoming environment for them. Specifically, 
we want to help staff foster the parent’s role as the principal influence on the child’s development. 

Head Start Presenter Salary: 2 presenters x $20 per hour x 8 hours = $320 
Library Staff Salary: 25 staff x $11 per hour x 4 hours = $1,100 
Discovery Center Staff Salary: 8 staff x $10 per hour x 4 hours = $320 


Activity 6: Head Start staff in-service at Museum. 

The in-service includes an orientation to the museum as well as time for staff to explore 
interactive exhibits at their own pace. This will allow Head Start staff to experience the importance 
of learning through play in the museum. We hope from this experience that teachers will help 
involve parents and children in the same kind of play during subsequent field trips and visits. The 
museum in-service will also provide teachers with the museum’s schedule of events and exhibits 
for the year. 

Museum Presenter Salary: 1 presenter x $20 per hour x 4 hours = $80 

Head Start Staff Salary: 19 teachers x $13 per hour x 2 hours = $494 

Activity 7: Head Start staff in-service at Library. 

The in-service includes an orientation to the library, specifically geared toward supporting 
teacher’s classroom needs. How to search for materials using the computer catalog will be featured, 
and teachers will participate in an activity allowing them to use the catalog to help create a lesson 
plan. The in-service will also cover selection of high quality materials for classroom use, as well as 
an overview of library services related to the Museum/Library/Head Start collaboration. 

Library Presenter Salary: 1 presenter x $20 per hour x 4 hours = $80 

Head Start Staff Salary: 19 teachers x $13 per hour x 2 hours = $494 


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Objective 3: To strengthen the parent-involvement component of the project by hosting “Parents 
Night Out” for each Head Start site and a follow-up “Family Fun Day” at Discovery Center 
Museum. 

This meets the goal of motivating parents served by Head Start to use museum and library 
facilities independently and competently. 

Activity 8: Meet with Head Start Policy Council to plan “Parent’s Night Out.” 

The idea of “Parent’s Night Out” is to increase the comfort level of parents at the museum and 
library. Based on surveys and family interviews, we determined that a large number of families had 
not visited either place. Although they thought it would be worthwhile, they had not taken the 
initiative to visit on their own. We will create incentive to visit the museum and library by 
extending a special invitation to parents and attempting to eliminate any barriers they might have. 
Barriers that parents on the Head Start Policy Council had mentioned were transportation, fatigue, 
and spending more time watching their children than experiencing the museum or library. We plan 
to have door-to-door transportation, family dinner, and then child care at the Head Start sites, 
freeing up parents to have their own first-hand experiences at each facility. After dinner, parents 
will be transported from Head Start sites to the museum and library. They will get a brief 
orientation at each site and would be encouraged to play in the Tot Spot and other areas of the 
Discovery Center, and to explore the children’s game computers, Internet computers, CDs, videos, 
and other features and resources of the Library. To motivate parents to visit the museum with their 
children after Parent’s Night Out, parents will be given a free family pass for each parent attending, 
with a one-month expiration date to encourage its early use. Parent’s Night Out would occur in the 
fall toward the beginning of the school year. 


Activity 9: Host Parent’s Night Out at Discovery Center Museum. 

After Hours Museum Rental: $350 

Family Pass for future visit: 75 families x $10 per family = $750 
Transportation: 5 buses * $90 = $450 

Head Start Staff Salary: 20 staff * $13 per hour x 2 hours = $560 
Dinner: 225 people x $2 = $450 


Activity 10: Host Parent’s Night Out at Library. 

Transportation: 5 buses x $90 = $540 

Head Start Staff Salary: 27 staff x $13 per hour x 2 hours = $702 
Dinner: 225 people x $2 = $450 

Library Staff Salary: 2 staff x $11 per hour x 2 hours = $44 


Appendix C 


287 



Activity 11: Meet with Head Start Policy Council to plan “Head Start Family Fun Day.” 

The idea behind Family Fun Day is to give more families exposure to the museum. Since 
exhibits and programs change frequently at the Discovery Center, this additional opportunity for 
families to enjoy the museum shows parents the dynamic nature of the museum. The Head Start 
Policy Council would like to preview the activities for the science kits and create the promotional 
activities that will entice parents to come. 

Activity 12: Host “Head Start Family Day” at Discovery Center Museum. 

This event will take place in mid-winter, a time when families have said they look forward to 
something special to do. The staff of all three organizations will participate. Door to door 
transportation will be offered. 

Admission: 180 families w/ 3 people per family = 540 x $2 per person = $1,080 

Learning Kits: 180 families x $2 per kit = $360 

Refreshments: 540 people x $l per person = $540 

Promotion and Postage: $225 

Additional Museum Staff: 3 staff x 2 hours x $15 per hour = $90 

Library Staff: 2 staff x 2 hours x $14 per hour = $56 

Transportation: 1 bus @ $90 

Objective 4: To refine methods of evaluation for the program , with pre/post surveys and a revised 
Club Card approach , using information gained from discussions with Head Start Policy 
Council. 

Keeping in mind the need for confidentiality of Head Start families, Head Start Family 
Resource Workers will share results of their initial yearly needs assessment with the partnership 
planning team in order to refine our surveys. 


Activity 13: Administer pre/post survey about Museum and Library use. 

Surveys will be administered to all families by Head Start Family Resource Workers during 
home visits at the beginning and end of the school year. The survey will be developed by the 
partnership planning team. 

Duplication costs for Activities 13 through 17: $175 

Activity 14: Revise Museum and Library Club. 

Although the percentage of return of the Museum and Library Club Cards was very low in our 
pilot year, the Head Start Policy Council has encouraged us to revise the distribution system and 
continue the activity. The implementation plan for the coming year is for Head Start Family 
Resource Workers to distribute club cards to parents at the home visit in which the initial survey is 
given. 


288 


Appendix C 



Activity 15: Administer evaluation after “Parent’s Night Out.” 

Parents will be asked to fill out an evaluation at the end of Parent’s Night Out, while still at the 
Museum or Library. The partnership planning team will compile the results of the evaluation. 

Activity 16: Meet with Head Start Policy Council to evaluate “Parent’s Night Out.” The 
partnership team will report the results of the evaluation to the Policy Council, and with the help of 
the Policy Council, analyze them. 


Activity 17: Administer evaluation after “Head Start Family Fun Day.” 

Head Start Family Resource Workers will do a short interview with those parents who attended 
the Family Fun Day at the next home visit after the event and report the results to the partnership 
planning team. 


Activity 18: Meet with Head Start Policy Council to evaluate “Head Start Family Day,” 
using interview results and Policy Council parents’ own experience with the event. 

Objective 5: To develop a casebook documenting our experiences and providing suggestions for 
developing similar partnerships within other communities. 


Activity 19: Partnership team meets to determine format and content of casebook and 
distribution system. 

Working with the Institute of Museum and Library Services, we would determine an 
appropriate clearinghouse for the casebook. Both Discovery Center Museum and Rockford Public 
Library have web sites which could include the casebook. Both organizations annually attend 
conferences and would be pleased to serve on panels describing our experiences. 

Casebook production cost: $15 per book x 10 books = $150 


Activity 20: Partnership team meets to write casebook. 

Community Relation Coordinator of Rockford Public Library and Marketing Coordinator at 
Discovery Center Museum will be co-editors. 

Key Personnel 

Key personnel for the project are Joanne Lewis, Head Start Education Coordinator; Debbie 
Beutel, Discovery Center Early Childhood Education Coordinator; and Andrew Finkbeiner, 
Rockford Public Library Youth Services Manager. In terms of administration, the Discovery Center 
Museum will serve as the fiscal agent and project coordinator. Discovery Center has an experienced 
accountant who is accustomed to doing financial records for federal and state grants. The Rockford 
Public Library will serve as meeting facilitator. Head Start will serve as the training and marketing 
coordinator. For qualifications of key personnel, see attached resumes. Additional personnel 


Appendix C 


289 



involved in the project include members of the Head Start Policy Council, Discovery Center 
education staff and executive director, Rockford Public Library Youth Services staff, and Head 
Start faculty. 

Potential for Continuation 

Our history of work in this collaboration demonstrates the commitment of our agencies to work 
together to serve Rockford’s low-income families. Based on the outcome of this implementation 
year, Head Start’s intention is to secure funding for continuing field trips and site visits. Discovery 
Center Museum and Rockford Public Library will each include in their respective 2000 budgets 
funds dedicated to personnel and materials for the continued growth of the collaborative 
relationship. 



290 


Appendix C 



Schedule of Completion 
October 1,1998, through September 30, 1999 

Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Jul. Aug. Sep. 

Activity 1 - - 

Activity 2 - 

Activity 3 - - 

Activity 4 - - 

Activity 5 - 

Activity 6 - 

Activity 7 - 

Activity 8 - 

Activity 9 - 

Activity 10 - 

Activity 11 - 

Activity 12 - 

Activity 13 - - 

Activity 14 - 

Activity 15 - 

Activity 16 - 

Activity 17 - 

Activity 18 - 

Activity 19 - 

Activity 20 - 


Appendix C 


291 




























1998IMLS Museum Leadership Initiative 

Project Budget Form Front 

SECTION Is DETAILED BUDGET 


Application Form 


Name ofApplicanc Discovery Center Museum _ 

IMPORTANT! Read instructions on page 1.7 before proceeding. 

SALARIES AND WAGES (PERMANENT STAFF) 


TOTAL CONSULTATION FEES 


Name/Title 

D. Beucel Early Ch. 

No. Method of Cost Computation 
E d/ ) 10% of salary $30,000 

IMLS 

3000 

Match 

Total 

3000 

A. Finkbeiner Youth 

. s/ ; 

5% of salary $40,200 

2000 


2000 

J. Lewis Ed. Co. Head ( ) 

5% of salary $28,000 

1400 


1400 

( ) 


TOTAL SALARIES AND WAGES 

$6400 


6400 

SALARIES AND WAGES (TEMPORARY STAFF HIRED FOR PROJECT) 


Name/Title 

No. Method of Cost Computation 

IMLS 

Match 

Total 

Museum Floor Staff 

(6) 

75% of total in narrative 

2348 

782 

3130 

Library Staff 

( s; 

25% of total in narrative 

1112 

3335- 

4448 

Head Start Faculty 

() 

explained in narrative 


2570 

2570 

( ) 


TOTAL 

SALARIES AND WAGES 

$3460 


10148 

FRINGE BENEFITS 






Rate 

Salary Base 

IMLS 

Match 

Total 

Discovery Center 20 % of $ 

6130 

920 

306 

1226 

Library 25 % of $ 

6448 

403 

1209 

1612 

Headstart 42 % of $ 

3970 


1667 

1667 


TOTAL FRINGE BENEFITS 

^ 1323 

3182 

4505 

CONSULTANT FEES 







Rate of Compensation No. of Days (or 




NametType of Consultant 

(Daily or Hourly) Hrs) on Project 

IMLS 

Match 

Total 


TRAVEL 

Number of: 

Subsistence 

Transportation 




From/To 

Persons Days 

Costs 

Costs 

IMLS 

Match 

Total 

Rockford 

Wash DC 6 ; (l ) 

550 

800 

1350 


1350 

( ) ( ) 

( ) ( ) 

C ) ( ) 



TOTAL TRAVEL COSTS 

$ 1350 


1.35Q 


292 


Appendix C 




























































































































2.6 


Application Form 


1998 IMLS Museum Leadership Initiatives 


Project Budget Form Back 

SECTION 1 CONTINUED 
MATERIALS, SUPPLIES, AND EQUIPMENT 


Item 

Materials and Kits 

Basis/Method of Cost Computation 
N arrative 

IMLS 

1608 

Match 

Total 

1608 

Evaluation Supplies 

Narrative 

175 


175 

Casebook 

Duplication 

150 


150 

Food- 2 family dinners Family Fun Day 

1440 


1440 

TOTAL COST OF MATERIAL, SUPPLIES, A EQUIPMENTS 

“3373— 


3373 

SERVICES 

Item 

Basis/Method of Cost Computation 

IMLS 

Match 

Total 

Transportation 

explained in narrative 


13680 

13680 

Admission fees 

II ll 

3304 


3304 

Family passes 

it it 

750 


750 

Museum Rental 

standard after hours rent 

350 


350 


TOTAL SERVICES S 

4404 


18084 

OTHER 

Item 

Basis/Method of Cost Computation 

IMLS 

Match 

Total 

Mailings and Postage 

Promotion in narrative 

225 


225 


TOTAL COST OF OTHER 




TOTAL DIRECT PROJECT COSTS S ?0.S35 


21.55H 




44085 


INDIRECT COSTS 

Select either item A or B and complete C. 

Applicant is using 

■ A an indirect cost rate which does not exceed 20% of direct costs 
or 

■ B. an indirect cost rate negotiated with a Federal agency 


Name of Federal Agency 


Effective Date of Agreement 


C. Rate base(s) Amount(s) 

_% of J_ 

% of 5_ 


TOTAL INDIRECT COSTS S 


Amount(s) 

$ _ 

$ 


Appendix C 


293 































































































1998 JMLS Museum Leadership Initiatives 


Application Form 


Project Budget Form 

SECTION 2: SUMMARY BUDGET 

Name of Applicant Discovery Center Museum _ 


IMPORTANT! Read instructions on page 1.7 before proceeding. 

DIRECT COSTS 


Salaries and Wages 

IMLS 

9860 

Match 

6688 


Total 

16548 

Fringe Benefits 

1323 

3182 


4505 

Consultant Fees 

_ 



_ 

Travel 

1350 



1350 

Supplies & Materials 

3373 



3373 

Services 

4404 

13680 


18084 

Other 

225 



225 

TOTAL DIRECT COSTS 

$ 20,535 

$ 23,550 

$ 

44,085 

INDIRECT COSTS* 

$ 

$ 

$ 

- 

* If you do not have a current Federally negotiated rate. 





your indirect costs must appear in the Match column only. 






TOTAL PROJECT COSTS 

$ 

44,085 

AMOUNT OF CASH-MATCH 


$ 23,550 




AMOUNT OF IN-KIND C O N T R I B U TI O N S - M AT C H $ 


TOTAL AMOUNT OF MATCH (CASH AND IN-KIND CONTRIBUTIONS) $ 23,550 


AMOUNT REQUESTED FROM IMLS $ 20,535 


PERCENTAGE OF TOTAL PROJECT COSTS REQUESTED FROM IMLS 

(MAY NOT EXCEED 50%) 46.58 


Have you received or requested funds for any of these 
Federal agency? (please circle one) ■ Yes 


project activitiesjram 
. (No) 


another 


If yes, name of agency___ Date 

Amount requested $ _ 


294 


Appendix C 



































































































































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